The document describes an adolescent/middle school for students ages 12-15 that uses a project-based and applied learning approach. It focuses on developing deeper learning competencies through student-driven, hands-on projects centered around their interests. Core subjects are taught through an integrated curriculum. The school day structure allows for independent work cycles and advisory/support periods. Project-based learning and a maker space/lab are emphasized as ideal learning environments for engaging adolescents through real-world applications and collaborative exploration.

1. S
NH School
of Applied Learning
Adolescent/Middle School (ages 12-
15/grades 6-8)

2. Agenda
S What?
S Why?
S Where?
S How?
S Who?
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3. Mission
S Establish and cultivate a Middle School learning community which
challenges traditional assumptions about the educational process by:
S A student-centered environment where students have choices,
make decisions, accept responsibility, and work cooperatively
S Students experience acceptance and criticism in a supportive
environment
S Students involved in powerful learning experiences that include
applied learning projects and community service
S Specifically designed to support the cognitive, motivational and social
needs of adolescents in a dynamic community environment rich with
real-world learning; the NH School of Applied Learning encourages
students to become motivated learners, collaborative problem solves,
and active participants in their community.
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4. Deep Learning
S Simply defined, “deeper learning” is the “process of
learning for transfer,” meaning it allows a student to
take what’s learning in one situation and apply it to
another.
S You can use knowledge in ways that make it useful in
new situations
S You have procedural knowledge of how, why, and when
to apply it to answer questions and solve probelsm
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5. How?
S Designed specifically for the adolescent:
S Student-driven based upon their interests
and passions
S Project-based: a modern approach to
learning
S Hands-on: discovery by “doing”
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6. What is Project Based
Learning (PBL)?
Project Based Learning is a teaching method in
which students gain knowledge and skills by working
for an extended period of time to investigate and
respond to a complex question, problem, or
challenge.
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7. Essentials Elements of PBL
S Significant Content - The project is focused on teaching students
important knowledge and skills, derived from standards and key
concepts at the heart of academic subjects
S 21st century competencies - Students build competencies valuable
for today’s world, such as problem solving, critical thinking,
collaboration, communication, and creativity/innovation, which are
explicitly taught and assessed
S In-Depth Inquiry - Students are engaged in an extended, rigorous
process of asking questions, using resources, and developing
answers
S Driving Question - Project work is focused by an open-ended
question that students understand and find intriguing, which captures
their task or frames their exploration.
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8. Essentials of PBL
S Need to Know - Students see the need to gain knowledge,
understand concepts, and apply skills in order to answer the Driving
Question and create project products, beginning with an Entry Event
that generates interest and curiosity
S Voice and Choice - Students are allowed to make some choices
about the products to be created, how they work, and how they use
their time, guided by the teacher and depending on age level and PBL
experience
S Critique and Revision - The project includes processes for students
to give and receive feedback on the quality of their work, leading them
to make revisions or conduct further inquiry
S Public Audience - Students present their work to other people,
beyond their classmates and teacher
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9. Why PBL?
S PBL is an effective and enjoyable way to learn -- and develop deeper
learning competencies required for success in college, career and
civic life.
S Today’s students, more than ever, find school to be boring and
meaningless. In PBL, students are active, not passive; a project
engages their hearts and minds, and provides real-world
relevance for learning.
S After completing a project, students remember what they learn and
retain it longer than is often the case with traditional instruction.
Because of this, students who gain content knowledge with PBL are
better able to apply what they know and can do to new situations.
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10. Why PBL?
S In the 21st century workplace, success requires more than basic
knowledge and skills. In PBL, students not only understand content
more deeply but also learn how to take responsibility and build
confidence, solve problems, work collaboratively, communicate
ideas, and be creative innovators.
S Present-day standards emphasize real-world application of knowledge
and skills, and the development of the 21st century competencies
such as critical thinking, communication in a variety of media,
and collaboration.
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11. Adolescent Years
S Greater capacity to learn and create
S Increased desire for risk taking
S Parts of the brain that control impulses and emotions not
fully developed
S Increased risk of damage from drugs and alcohol
S Increased risk of developing addiction
S Increased risk of mental illness
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12. Character in Adolescence:
S What is it?
S And why should schools care about it, anyway?
S The Key to Success
S “Grit”/Self-control
S “Self-discipline out does IQ in predicting academic
performance of adolescents.”
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13. 10 Tasks of Adolescence
1. Adjust to sexually maturing
bodies and feelings
2. Develop and apply abstract
thinking skills
3. Develop and apply a more
complex level of perspective
taking
4. Develop and apply new coping
skills in areas such as decision
making, problem solving, and
conflict resolution
5. Identify meaningful moral
standards, values, and belief
systems
6. Understand and express more
complex emotional
experiences
7. Form friendships that are
mutually close and supportive
8. Establish key aspects of
identity
9. Meet the demands of
increasingly mature roles and
responsibilities
10. Renegotiate relationships with
adults in parenting roles
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Adolescent Brain

15. “The mysterious workings of
the adolescent brain”
S https://www.youtube.com/watch?feature=player_detailpage
&v=6zVS8HIPUng
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17. Three Domains of
Competence
S Cognitive
S Reasoning and Problem Solving
S Intrapersonal
S Self-management, self-directedness, and conscientiousness
S Interpersonal
S Expressing ideas and communicating and working with
others
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18. Collegiate
Supporters/Initiatives
S Project Zero – Harvard
S ACT - Cornell
S Raising Teens - MIT
S Character Development Project – Stanford
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19. Maker Space
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20. What is a Maker Space?
Viewed as the classroom of the future, Maker Spaces are
ideal adolescent learning environments complimenting the
students’ needs to be physically engaged in their learning,
build connections to real-world applications, and work
collaboratively to explore topics.
S Lab
S Studio
S Workshop
Where Creativity is Realized
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21. Integrated Curriculum
S CORE
S Language Arts
S Literature
S Grammar/Spelling
S Writing
S Math
S Algebra/Geometry
S Cultural Arts
S Geography/History
S Science
S Physical/Life/Earth
S ENRICHMENT
S Technology
S Arts (Visual/Performing)
S Languages
S Spanish/French
S Latin
S Health/PE*
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22. School Day
S 8:15-8:30am
S Arrivals
S 8:30-8:45am
S Morning Meeting
S 8:45am-Noon
S Independent Work Cycle
S Noon-1pm
S Lunch/Recess
S 1:00-2:15pm
S Advisory/Support
S 2:15-3:00pm
S Health/PE*
S 3:15-3:30
S Dismissal
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Resources
S Harvard Wants to Know: How Does the Act of Making Shape Kids’ Brains?
S http://ww2.kqed.org/mindshift/2012/11/07/harvard-wants-to-know-how-does-making-shape-kids-brains/
S Careful – teenage brain on board
S http://www.smh.com.au/news/lifeandstyle/parenting/teenagers/careful--teenage-brain-on-
board/2009/03/25/1237656994209.html#
S Character in Adolescence: What is it? Can we measure it? And why should schools care about it,
anyway?
S https://coa.stanford.edu/content/character-development-adolescence
S Raising Teens
S http://hrweb.mit.edu/worklife/raising-teens/pdfs/raising_teens_report.pdf
S Stages of Adolescent Development
S http://www.actforyouth.net/resources/rf/rf_stages_0504.cfm
S http://www.slideshare.net/nationalsafeplace/adolescent-b
S Adolescent Brain Development and Its Effects
S http://www.slideshare.net/nationalsafeplace/adolescent-brain-development-and-its-effects

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Resources
S MIT - Raising Teens Report
S http://hrweb.mit.edu/worklife/raising-teens/pdfs/raising_teens_report.pdf
S Sarah-Jayne Blakemore: The mysterious workings of the adolescent brain
https://www.youtube.com/watch?v=6zVS8HIPUng
S Careful - teenage brain on boardhttp://www.smh.com.au/news/lifeandstyle/parenting/teenagers/careful--
teenage-brain-on-board/2009/03/25/1237656994209.html#
S Character Development in Adolescence (Stanford)https://coa.stanford.edu/content/character-development-
adolescence
S The Adolescent Brain - Dr Valerie Reyna (Cornell)
S https://www.youtube.com/watch?v=1P74qn6PsMQ#t=820]
"Adolescence is the Gateway to Life”
-Dr Valerie Reyna

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26. State of Education
S Common Core Controversy
S Standardized Testing Prevalence
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