Adolescence and Diversity/ Needs of the Adolescent learner

Adolescence and Diversity/ Needs of the Adolescent learner Randall Inhoff Liza Wernicke Lizz Franklin Cindy Oleksy Jessica Pintens Slide by R.Inhoff

Adolescent Development and Diversity • Second most rapid period of human maturation. -Larry Holt, associate professor at the University of Central Florida and one of four facilitators of ASCD's Middle Grades Network. • To understand the adolescent is to remember what it's like to be “caught between childhood and adulthood,” says Mary Ray Johnson Slide by R.Inhoff

Age • Ethnic group • Racial features: colour of skin • Physical appearance:thin,obese,tall,short, ugly,healthy,sportsperson... • Social-gender sex • Social class • Religion • Political beliefs • Educational level • Status, roles: married, parent, son/daughter, widow... • Work, profession.... • Member of a political party, association, urban tribe, football team, fan of a music band, etc. • Sexual orientation Slide by R.Inhoff

Adolescent Needs • Approval and success • Fairness • Opportunities for voice • Experimentation • Opportunities to make connections with peers • Autonomy • Belonging • Opportunities to create personal meaning and to engage in meaningful work Slide by R.Inhoff

Diversity Physical • Puberty • Early “bloomers” • Awkward • Students with disabilities • Wheelchairs • Vision impairments • “Young adolescents will gain an average of 10 to 20 inches in height and 40 to 50 pounds in weight between ages 10 to 15.” • (Diversity and Young Adolescents: More Than Color By Elizabeth D. Dore) Slide by: Lizz F

Cognitive Development • Begin logical thinking • Moral reasoning • Self-identity • Gifted and Talented • Learning disabilities Slide by: Lizz F

Diversity What physical/developmental difference(s) did you notice? What middle school/junior high experiences have you had that relate to physical and developmental diversity? Slide by: Lizz F

Gender Stereotyping AND THE MIDDLE SCHOOL STUDENT Slide by: Jessica P

MEDIA INFLUENCES *This page included an embedded video on media influences Slide by: Jessica P

An Educator’s Primer on the Gender War • David Sadker, 2011 • Boys receive more attention from teachers, including negative attention • When students were asked about boys and girls, they had more positive things to say about being male than female • Fifty percent of adolescent girls view themselves as overweight and 13 percent have some form of eating disorder Slide by: Jessica P

Needs of Adolescents • Listen to our students • Allow students to challenge stereotypes and explore various activities • Provide diverse curriculum • Be aware of stereotypes in material used in the classroom • Be careful of gender exclusive language such as “Okay guys, please…”

Sexual Identity/Orientation • Lesbian • Gay • Bisexual • Transgender • Queer or Questioning • Intersex • Ally or Asexual Slide by: Liza W

When is Sexual Identity Developed? *This page include an embedded video on sexual identity Slide by: Liza W

Sexual Identity/Orientation • Awareness • Inclusive vs. exclusive language “There’s no magic here. If there are great challenges, [teenagers] need protective people to help them do well.” – Ann Masten, UM Psychologist Slide by: Liza W

Should students who identify as homosexual, transgender, or intersex be assigned different bathrooms and/or locker rooms? Slide by: Liza W

Physical Needs • Basic human needs • Education about puberty • Seating arrangement and classroom setup • Left-handed desks, scissors, etc… • Accommodations for students with physical disabilities Slide by: Liza W

Scavenger Hunt! • Form groups of 3-4 people • Bring something to write on/with • Search through the CPS building and list items that are meant to accommodate different needs of UWSP students • The group with the most items listed gets a reward (to be announced later) Slide by: Liza W

BRAIN BASED LEARNING Brain-based learning is a theory that says that the brain is able to learn naturally. It is important that people learn in environments where they are able to think critically and are challenged. Slide by: Cindy O

BRAIN BASED LEARNING • BASIC IDEAS: THE BRAIN-BASED THEORY IS CENTERED AROUND THE IDEAS THAT LEARNING INVOLES CONSCIOUS AND UNCONSCIOUS PROCESSES, IS INHIBITED WHEN STUDENTS ARE THREATENED, CN INVOLVE DIFFERENT SENSES AND INVOLVES THE PROCESSING OF WHOLE AND PARTIAL INFORMATION. Slide by: Cindy O

BRAIN BASED LEARNING • TECHNIQUES • PRINCIPLES • ART AND MUSIC DIFFERENT STYLES Slide by: Cindy O

LEARNING STYLEShttp://www.youtube.com/watch?v=HVK7dXlIclY • AUDITORY • VISUAL • KINESTHETIC • RIGHT-BRAIN LEARNERS • LEFT-BRAIN LEARNERS Slide by: Cindy O

Slide by: Cindy O

Barnga

Barnga Discussion 1. If you could describe the game in one word, what would it be? 2. When did you realize that something was wrong? 3. How did you deal with it? 4. How did not being able to speak contribute to what you were feeling? 5. How does this relate to your adolescent experiences? 6. How would your reactions have differed had you played this as an adolescent? Slide by: Lizz F

Sources • http://www.calgaryjournal.ca/index.php/family-life/528-when-do-most-homosexuals-know-theyre-gay • http://usatoday30.usatoday.com/news/nation/2007-02-07-gay-teens-cover_x.htm • http://www.nytimes.com/2013/01/10/fashion/generation-lgbtqia.html?pagewanted=all&_r=0

Adolescence and Diversity/ Needs of the Adolescent learner