ADOLESCENCE AND DIVERSITY/ NEEDS OF THE ADOLESCENT

LEARNER

Randall InhoffLiza WernickeLizz FranklinCindy 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

DiversityPhysical

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

DiversityWhat 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

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)

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 Discussion1. 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-ho

mosexuals-know-theyre-gay http://usatoday30.usatoday.com/news/nation/2007-02-07-gay-teens-cove

r_x.htm http://www.nytimes.com/2013/01/10/fashion/generation-lgbtqia.html?pag

ewanted=all&_r=0