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
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