Characteristics of the Middle School Leaner Chris Halter MSST October 2008
The Middle School Learner <ul><li>So you want to know about the middle school learner? </li></ul>http://www.archive. org/d...
Intellectual Development <ul><li>The student is </li></ul><ul><ul><li>moving from being concrete to abstract thinkers </li...
Self-Image <ul><li>The student is </li></ul><ul><ul><li>concerned with how he or she appears to others </li></ul></ul><ul>...
Gender Differences <ul><li>The students show </li></ul><ul><ul><li>Different attitudes toward science that may effect achi...
Physiological Changes <ul><li>The student is undergoing </li></ul><ul><ul><li>rapid growth </li></ul></ul><ul><ul><li>horm...
<ul><li>The students may </li></ul><ul><ul><li>Exhibit mood swings </li></ul></ul><ul><ul><li>seek attention but do not li...
What this means for the classroom teacher <ul><li>Help students to develop a sense of self-efficacy </li></ul><ul><li>Assi...
Credits <ul><li>References </li></ul><ul><ul><li>What Every Middle School Teacher Should Know  by Trudy Knowles and Dave F...
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Middle School Learner Development

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Short presentation about middle school learner development.

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Transcript of "Middle School Learner Development"

  1. 1. Characteristics of the Middle School Leaner Chris Halter MSST October 2008
  2. 2. The Middle School Learner <ul><li>So you want to know about the middle school learner? </li></ul>http://www.archive. org/details/your_junior_high_days Click image for video
  3. 3. Intellectual Development <ul><li>The student is </li></ul><ul><ul><li>moving from being concrete to abstract thinkers </li></ul></ul><ul><ul><li>prefer active over passive learning activities </li></ul></ul><ul><ul><li>need learning to be relevant </li></ul></ul><ul><li>The teacher could </li></ul><ul><ul><li>Use concrete examples to develop abstract concepts </li></ul></ul><ul><ul><li>Recognize and address the varied levels of ability and learning styles </li></ul></ul>
  4. 4. Self-Image <ul><li>The student is </li></ul><ul><ul><li>concerned with how he or she appears to others </li></ul></ul><ul><ul><li>express their independence </li></ul></ul><ul><ul><li>May develop sense of success or develop a sense of inferiority </li></ul></ul><ul><li>The teacher could </li></ul><ul><ul><li>Scaffold activities and provide structure </li></ul></ul><ul><ul><li>Give authentic praise </li></ul></ul><ul><ul><li>Teach to learn from, rather than feeling defeated by mistakes </li></ul></ul>
  5. 5. Gender Differences <ul><li>The students show </li></ul><ul><ul><li>Different attitudes toward science that may effect achievement </li></ul></ul><ul><ul><li>Boys and girls mature at different rates </li></ul></ul><ul><ul><li>They are transitioning from an affinity to own gender to interest in opposite gender </li></ul></ul><ul><li>Teachers can </li></ul><ul><ul><li>Strategically group students </li></ul></ul><ul><ul><li>Encourage both genders in science tasks </li></ul></ul>
  6. 6. Physiological Changes <ul><li>The student is undergoing </li></ul><ul><ul><li>rapid growth </li></ul></ul><ul><ul><li>hormonal changes </li></ul></ul><ul><ul><li>body image is important </li></ul></ul><ul><li>The teacher can </li></ul><ul><ul><li>Provide opportunity for movement </li></ul></ul><ul><ul><li>Vary the activity several times in each one-hour period </li></ul></ul>
  7. 7. <ul><li>The students may </li></ul><ul><ul><li>Exhibit mood swings </li></ul></ul><ul><ul><li>seek attention but do not like to be singled out </li></ul></ul><ul><ul><li>Developing identities </li></ul></ul><ul><li>Teachers could </li></ul><ul><ul><li>Provide positive opportunities for releasing emotions </li></ul></ul><ul><ul><li>Provide ways for students to experience success </li></ul></ul><ul><ul><li>Encourage acceptable work, behavior, efforts, attitudes, and achievements by giving immediate and relevant feedback </li></ul></ul>Emotional Development
  8. 8. What this means for the classroom teacher <ul><li>Help students to develop a sense of self-efficacy </li></ul><ul><li>Assign tasks of appropriate difficulty </li></ul><ul><li>Offer choices </li></ul><ul><li>Ensure that knowledge and skill experiences are interactive </li></ul>Click image for video
  9. 9. Credits <ul><li>References </li></ul><ul><ul><li>What Every Middle School Teacher Should Know by Trudy Knowles and Dave F. Brown. (2000) </li></ul></ul><ul><ul><li>Linking Middle Years to Learning, Manitoba Education and Youth (2003) </li></ul></ul><ul><ul><li>PLS MSST Key Information </li></ul></ul><ul><li>Media </li></ul><ul><ul><li>Flickr members: apesara , Mystic200, chexee, Gwire, zen, Nieve44/La Luz, holeymoon, Stephen Hucker (CreativeCommons) </li></ul></ul><ul><ul><li>Your Junior High Days (1963), McGraw-Hill Films (http://www.archive.org/) </li></ul></ul>

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