Communities In Schools

Developmentally Appropriate Teaching

Communities In Schools

Dr. Theresa ThorkildsenPersis Driver

2

Part I – Building trust and showing respectPart II – Developmentally appropriate practice

Defining DevelopmentStages of Development

2-7 years7-11 years8-12 years

Development of Art and HumorPart III – Differentiating Instruction

PreparationEngaging the senses

Part IV – AssessmentAssessing the studentAssessing the self

3

Elicit student’s emotions

Validate their right to have feelings

Facilitate problem solving

Gaining Trust

Eisenberg, N. (2004). Prosocial and moral development in the family. In T. A. Thorkildsen & H. J. Walberg

(Eds.), Nurturing morality (pp. 119 – 135). New York: Kluwer Academy

4

IntroductionPart I – Building trust and showing respectPart II – Developmentally appropriate practice






5

What can development teach us?

6

Systems of Thought

Sensorimotor SystemA wooden block is not represented as a cube but instead as something that can be used to knock things down as well as something that cannot be squeezed based on the action it can afford.

Symbolic SystemThought becomes progressively more symbolic as language develops.

Operational SystemMost common are mental mathematical operations like addition, subtraction etc.

7


Defining Development

Stages of Development2-7 years7-11 years8-12 years




8







9

Language as a means for rational,

symbolic, & centered thought

Egocentricity

PLAY!

Physiological changes in gross and

fine motor skills

Thinking & feeling like a child

2-7 years

10

Pre-operational thought

http://www.youtube.com/watch?v=GLj0IZFLKvg&list=PL8648B2E5C69EF71F

2-7 years

http://www.youtube.com/watch?v=GLj0IZFLKvg&list=PL8648B2E5C69EF71F

11

Stages of Art – Stage 1

Scribble Stage

• Sensorimotor activity

• Lack of physical control

• Validation from environment

2-7 years

Hurwitz, A. & Day. M. (2007). Children and their art. New York: Hoarcourt.

12


Basic Forms – Tadpole stage

• Combine circle and line

• Symbolize forms that represent the person

What can you do to help the child with more detailed representation?• Focus on SELF! (remember egocentricism?)• Play catch before you make the student draw about catching!

2-7 years

13

Stages of Art – Stage 2 (con’t)

Art and Self-Image

• 4/5 year old• Larger head – more talking,

eating – Perspective taking!• Exploring several possibilities

to come to a consensus • Talk about personal

experiences!

2-7 years

14



2-7 years

7-11 years8-12 years




15

• Engage all the senses• Use manipulatives• Promote self-regulation & goal

setting

Rational, logical, yet concrete thought

Perspective taking

Physiological changes – PUBERTY!

Moving into adolescence (7-11 years)

7-11 years

16

Timeline for Primary & Secondary sexual characteristics

7-11 years

17


• Big feet implies the importance of the feet in walking• Dad with long arms and whiskers – I love to cuddle with dad!• Mom no arms - she shouts a lot!• Brother and self, no body – no control in the family

7-11 years

Symbolic or Pictorial Stage: Experimentation

18



2-7 years7-11 years

8-12 yearsDevelopment of Art and Humor

Part III – Differentiating InstructionPreparationEngaging the senses


19

• Engage the possible self• Channel the emotions• Debate and argue!

Abstract, hypothetical thought!

Egocentricity - Personal Fable &

Imaginary Audience

Physiological changes – prefrontal cortex and

synaptic pruning

Thinking & Feeling like an Adolescent

12-18 years

20

Adolescents are taking risks when they are most vulnerable!

12-18 years

Can we channel this risk taking behavior?

21

Synaptic pruning

12-18 years

22

Which cards do I need to turn over to tell if this rule is actually true?

Formal logic

If a card has a vowel on one side, then it has an even number on the other side

12-18 years

Watson Card Problem

23

Some cognitive developmental theorists purport that formal reasoning is a progression of two stages.

Formal logic (cont’d)

Early Formal Operation Thought

Adolescents newfound ability to think in hypothetical ways produces unconstrained thoughts with unlimited possibilities.

Adolescents begin to balance their reasoning with the realities of life experience and draw/commit to realistic conclusions or solutions to problems.

Late Formal Operation Thought

12-18 years

24

The discovery of these newfound cognitive capabilities are intrusive and can be exciting to adolescents

• Adolescents are often motivated to debate and explore issues by which they have invested interests

• Adolescents are now increasingly aware and capable of questioning the infallibility of their parents and other authority figures

Formal logic (cont’d)

12-18 years

25


• Drawing symbolically or metaphorically

• Obsession with Realism

12-18 years

26







27

Stages of Art

Why does art productivity decrease by the time children are 9-10 years old?

• Push for realism• Feelings of competence• Highly critical and self-reflective• Abstract thinking

28

Children’s sense of humor

Why did the orange go to the doctor?Because it wasn’t peeling well.

Why did the scientist install a knocker on his door? He wanted to win the No-bell prize.

3-4 year-olds may laugh because they find funny the idea that an orange visits the doctor’s office.

At the concrete-operational stage they start to appreciate linguistic ambiguities

A small change in word form

A large change in meaning that (unexpectedly) connects the two

contexts (orange & doctor)

2-7 years

29

Children’s sense of humor (cont’d)

How do you fit an elephant in the fridge?Open the door, put the elephant in, close the door.

How do you fit a giraffe in the fridge?Open the door, remove the elephant, put the giraffe in, close the door.

At the concrete stage, jokes with an absurd premise and a punch line which follows logically from the absurdity

The listener expects an explanation of the absurdity, and what she gets instead is a logical consequence if the premise is taken for granted.

7-11 years

30

And now the sarcasm!

• Sarcasm• Irony

A paper should be like a mini skirt: long enough to cover everything, but short enough to keep it interesting.

I am not saying I hate you or anything, but if you were on fire and I had a glass of water, I would drink it.

12-18 years

31







32

Preparation

Am I cognitively overloading students’ memory systems?- Focus on 1-2 big ideas with younger children moving on to no more than 4-5 ideas by adolescence

Are my instructional scaffolds flexible enough to engage all the senses?

- Give the students choices and let them lead the way

Is my assessment flexible enough to accommodate multiple perspectives?

- Give students the opportunity to demonstrate their understanding in diverse ways

33





Preparation

Engaging the sensesPart IV – Assessment

Assessing the studentAssessing the self

34

Engaging the Senses

Which coin is a penny?

35

Engaging the Senses (cont’d)

https://www.youtube.com/watch?v=Ahg6qcgoay4



36

• How can we assist children in differentiating between relevant and irrelevant information?

• How can we assist children in minimizing distractions prior to beginning an activity?

Engaging the Senses (cont’d)

Cueing Priming

37

Attention spans for children at play and when socially engaged will often exceed the maximum figures established for formal instruction.

Engaging the Senses - Cueing

Endogenous or exogenous cues assist in grabbing students’ attention

• Visual size and intensity

• Novelty and incongruity

• Emotional appeal

• Personal significance

• Build a meaningful mnemonic

38

Engaging the Senses - Cueing

Mneumonic

SOHCAHTOA – Sine (Opp over Hyp); Cos (Adj over Hyp); Tangent (Opp over Adj)

High school student’s reply –

Some old hippy caught another hippy tripping on acid

39

Engaging the Senses – Cueing (cont’d)

Serial positioning

WHAT’S INCONGROUS ABOUT THIS PICTURE?

40

Engaging the Senses - Priming

The problems that confront p___ in raising ch___ from in___ to adult life are not

easy to ___. Both fa___ and m___ meet with many di___ in their concern for the

pro___ from the e__ stage to later life. It is important that young ch___ should

have plenty of s___ and good f___ for healthy growth. B___ and g___ should

not occupy the same b___ or sleep in the same r___. They are often afraid of

the d____.

41

Engaging the Senses - Priming

The problems that confront poultrymen in raising chickens from incubation to

adult life are not easy to summarize. Both farmers and merchants meet with

many difficulties in their concern for promotion from the egg stage to later life.

It is important that young chicks should have plenty of sunshine and good feed

for healthy growth. Banties and geese should not occupy the same barnyard or

sleep in the same roost. They are often afraid of the dark.

42

Engaging the Senses – Priming (cont’d)

KWL Chart Concept Map

43

Engaging the Senses – Priming (cont’d)

Multiple Selves of a 15 year old girl

Harter, S. (2001). The construction of the self: A developmental perspective. New York: The Guilford Press.

44

Engaging the Senses – Differentiating AssessmentDiner Menu – Photosynthesis

Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.

Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap or song that explains what happens during photosynthesis.

Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.Dessert (Optional)•Create a test to assess the teacher’s knowledge of photosynthesis.

45






Part IV – Assessment

Assessing the studentAssessing the self

46

Assessing students

47

Build a higher thought

Knowledge Level: LIST three things Goldie did in the three bears' house.

Comprehension Level: EXPLAIN why Goldie liked the little bear's chair best.

Application Level: PREDICT some of the things Goldie might have used if she had entered your house.

Analysis Level: SELECT the part of the story where you think Goldie felt most comfortable.

Synthesis Level: TELL how the story would have been different if it had been three fishes.

Evaluation Level: JUSTIFY the statement that "Goldie was a bad girl."

48






Part IV – AssessmentAssessing the student

Assessing the self

49

Assessing the self

Pre-Assessment

Am I listening and hearing what the students have to say?

Do I have a mental checklist of what to look for before I enter the building? Am I prepared to introduce an element of contrast?

Formative Assessment

Do I have stories that I can repeat and reflect on? Are these becoming iterative?

Summative Assessment

Date post:	22-Feb-2016
Category:	Documents
Upload:	zarola
View:	53 times
Download:	0 times

Communities In Schools

Documents