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Middle School Learner Development
Middle School Learner Development
Original presentation by
Chris Halter MSST October 2008
Original presentation by
Chris Halter MSST October 2008
Revised By Felisa IsaksonCarnegie MS PD - 09/15/09Revised By Felisa Isakson
Carnegie MS PD - 09/15/09 Check out the original
presentation here: http://www.slideshare.net/chrishalter/middle-school-learner-development-presentation.
Check out the originalpresentation here: http://www.slideshare.net/chrishalter/middle-school-learner-development-presentation.
The Middle School Learner
The Middle School Learner
So you want to know about the middle school learner?
http://www.archive.org/details/your_junior_high_days
So you want to know about the middle school learner?
http://www.archive.org/details/your_junior_high_days
Intellectual DevelopmentIntellectual
DevelopmentThe student -
is moving from being concrete to abstract thinkers
prefers active over passive learning activities
needs learning to be relevant
The student - is moving from being concrete
to abstract thinkers prefers active over passive
learning activities needs learning to be relevant
Intellectual DevelopmentIntellectual
DevelopmentThe Teacher could -
Use concrete examples todevelop abstract concepts
Recognize and address the varied levels of ability and learning styles
The Teacher could - Use concrete examples to
develop abstract concepts Recognize and address the
varied levels of ability and learning styles
Self-Image Self-Image The student –
is concerned with how he or she appears to others
expresses their independence may develop sense of success or
develop a sense of inferiority
The student – is concerned with how he or she
appears to others expresses their independence may develop sense of success or
develop a sense of inferiority
Self-Image Self-Image The Teacher could –
Scaffold activities and provide structure
Give authentic praise Teach to learn from, rather
than feeling defeated by mistakes
The Teacher could – Scaffold activities and
provide structure Give authentic praise Teach to learn from, rather
than feeling defeated by mistakes
Gender Differences Gender Differences The students –
have different attitudes towards science that may effect achievement
mature at different rates transitioning from an affinity to own
gender to interest in opposite gender(or dealing with NOT having those feelings!)
The students –have different attitudes towards
science that may effect achievement mature at different rates transitioning from an affinity to own
gender to interest in opposite gender(or dealing with NOT having those feelings!)
Gender Differences Gender Differences The Teacher could –
Strategically group students Encourage both genders in
science tasks
The Teacher could –Strategically group students Encourage both genders in
science tasks
Physiological Changes Physiological Changes The student is undergoing
rapid growth hormonal changes body image is important
The student is undergoing rapid growth hormonal changes body image is important
Physiological Changes Physiological Changes The Teacher could –
Provide opportunity for movement
Vary the activity several times in each one-hour period
The Teacher could – Provide opportunity
for movement Vary the activity several
times in each one-hour period
Emotional DevelopmentEmotional DevelopmentThe students may
Exhibit mood swings seek attention but not
like to be singled out Developing identities
The students may Exhibit mood swings seek attention but not
like to be singled out Developing identities
Emotional DevelopmentEmotional DevelopmentThe Teacher could –
Provide positive opportunities for releasing emotions
Provide ways for students to experience success
Encourage acceptable work, behavior, attitudes, and achievements by giving immediate, relevant feedback
The Teacher could – Provide positive opportunities
for releasing emotions Provide ways for students to
experience success Encourage acceptable work, behavior,
attitudes, and achievements by giving immediate, relevant feedback
What this mean for the classroom teacher
What this mean for the classroom teacher
Help students to develop a sense of self-efficacy
Assign tasks of appropriate difficulty
Offer choices Ensure that knowledge and skill
experiences are interactive
Help students to develop a sense of self-efficacy
Assign tasks of appropriate difficulty
Offer choices Ensure that knowledge and skill
experiences are interactive
ReferencesReferencesWhat Every Middle School Teacher
Should Know by Trudy Knowles and Dave F. Brown. (2000)
Linking Middle Years to Learning, Manitoba Education and Youth (2003)
PLS MSST Key Information
What Every Middle School Teacher Should Know by Trudy Knowles and Dave F. Brown. (2000)
Linking Middle Years to Learning, Manitoba Education and Youth (2003)
PLS MSST Key Information
MediaMedia
Flickr: (http://www.flickr.com/) Istockphoto;
(http://search.creativecommons.org/) Your Junior High Days (1963), McGraw-Hill
Films (http://www.archive.org/)
Flickr: (http://www.flickr.com/) Istockphoto;
(http://search.creativecommons.org/) Your Junior High Days (1963), McGraw-Hill
Films (http://www.archive.org/)
