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Copy of Chalk Board - template source

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Nichole Bennett

on 26 January 2014

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Transcript of Copy of Chalk Board - template source

Activities For Cognitive Development
Science Projects
Students will participate in science projects throughout the year. Although students will have standards to achieve options are multiple for types of projects as well as execution and final project. Although this project is based in Piaget's Formal Operation Stage specifically hypothetico-deductive reasoning skills, it also explore student abilities by encompassing Multiple Intelligences as well by allowing students options of what the project will be and how it will be executed (Berk, 2012). These projects may at times be done in groups and teams.
The Developing Student Program's Mission
The Developing Student program serves students in grades 6th, 7th, and 8th. These students are between the ages of 11-14. These ages are the entry and early years of adolescence and activities and curriculum are based on the age groups particular cognitive, physical, emotional, and social needs, needed for proper development of each student with learning theories to support the activities. Differences in the diverse population will be included within curriculum and activities of the students to help students feel comfortable and able to learn within their environments. Multiple intelligence theory is also utilized within instruction, activities, and assessments. Also by combining various uses of technology to classroom instruction to support individual learning, students are able to explore their interests to support their education.
Activities for Emotional Development
Who Am I? Activity
According to Erik Erikson's theory of Self-Identity adolescents are at a stage of figuring out who they want to be, and how they want others to see them (Oswalt, 2014). To help develop this positively in students students will be asked to create a project that encompasses who they think they are, how others see them, and how they want to be perceived in the future. Student will be able to use multiple outlets for presentation including and not limited to collages, movie presentation, poem, reports, etc. This allows students to explore and strengthen interest and abilities while making accommodations for multiple intelligences.
What Makes a Good Friend Project
During Adolescence often the numbers of friends lessens while the friendships they have grow based on like mindedness, mutual interests, and loyalty between individuals. To further challenge abstract thinking under Piaget's Formal Operations theory students will explore what they believe the qualities of a good friend to be and why. Students will once again be given the opportunity to present the final project in a variety of ways.
The Developing Student Middle School Program

Activities for Social Development
Activities for Physical Development
Including Diverse Populations
in the Classroom
Classroom Description
Accommodations for Multiple Intelligences
Technology used to Individualize and Support Learning
First Person History Experiences
Piaget's theory of Formal Operation is explored through a first person experience project. Students are required to use abstract thinking to put themselves in the shoes of a historic figure during different time periods in history. This takes students beyond the Concrete Mental Operations that were developmentally relevant in earlier year (Oswalt, 2014).
Family Tree Projects
Students will be asked to explore their family history and fill in a family tree poster to share with other students. This activity can help students find their personal identities as well as ethnic understanding between the differing ethnic backgrounds of the students and staff.
Daily Physical Education Class
Adolescent students are recommended to receive 60 minutes of physical activity each day. This is achieved through a daily physical education class. This class focuses on both team and individual sports to build physical self-efficacy in students. This is believing that one is able to "sustain an exercise program".
Nutrition Label Reading
Physical Development is affected by nutrition. To support good nutrition in everyday life, students will be taught to read nutrition labels on prepackaged foods to determine whether a food is healthy or not for their growing bodies.
Peer Pressure Discussion
The peer pressures that adolescents face are both negative and positive. Class discussions regarding peer pressure will be held through out the year. Topics will include how to determine positive from negative peer pressure as well as how to handle unwanted negative peer pressure. Since students tend to respond to peer pressure through conforming to the peer pressure giving students the tools to work through these situations can help students make positive decisions.
References
Berk, L. E. (2012). Infants, Children, and Adolescents (7th ed.). Retrieved from The University of
Phoenix eBook Collection database

Bernard, S. (2014). How to Address Multiple Intelligences in the Classroom / Edutopia. Retrieved
from http://www.edutopia.org/multiple-intelligences-immersion-enota-how-to

Melyarber, . (2012). Get Tips on Incorporating Diversity In Your Classroom and Making it Part of
Your Lesson Planning. Retrieved from http://www.brighthubeducation.com/teaching-methods-tips/2662-three-diversity-activities-for-the-classroom/

O'Connell, T. (2010). images.apple.com. Retrieved from http://images.apple.com/education/docs/
L419373A-US_L419373A_AppleTechDisabilities.pdf

Oswalt, A. (2014). Erik Erikson and Self-Identity - Child Development Theory: Adolescence.
Retrieved from http://www.sevencounties.org/poc/view_doc.php?type=doc&id=41163&cn=1310

Oswalt, A. (2014). Jean Piaget's Theory of Cognitive Development - Child Development
Theory:Adolescence. Retrieved from http://www.sevencounties.org/poc/view_doc.php?type=doc&id=41157&cn=1310

Thomas Russell Middle School: Elective Program. (2014). Retrieved from http://
russell.schoolloop.com/cms/page_view?d=x&piid=&vpid=1231078886517
Besides using varied instruction and options on what and how to complete projects there are two other ways Multiple Intelligences are accommodated and utilized.

An Individual Learning Schedule will be used for each student in each course. Each week a student will receive a weekly calendar mapping out assignments. Student will be required to complete some assignment, but will be able to choose from other varied assignments that utilize different intelligences to complete them. Once students choose weekly assignments they are agreeing to complete them (Bernard, 2014).
Elective classes are classes that students will be given the option to choose from to expand their knowledge and interests as well as expand their idea of the outside world further than what they are accustomed too ("Thomas Russell Middle School: Elective Program", 2014).
iPods and iTunes
Students will be able to upload lessons, instructions, and lectures to either listen or watch on their assigned iPod thru iTunes. This can help students they may need to rehear or relive a lesson to help them at home or at another time in class (O'Connell, 2010). iPods can be used for a variety of instructional uses for students including learning game apps as well as a voice recorder, camera/video camera, as well as internet access for research purposes.
Laptops and various software applications
Students will also be assigned laptops with various software applications available as well as internet access. This will allow students to complete projects in required formats as well as use various programs for projects that give options for completion. Internet access given to allow students quick access to information needed for both assigned and self interest required activities.
Various projects aimed at including diversity into the classroom and curriculum will be incorporated into student learning. Examples are...
Besides a family tree students will be asked to construct a project based on an influential person from their ethnic heritage (Melyarber, 2012).
My Family posters will also be created by students and posted in classrooms to show how different families are similar and different. Things that students can include are languages that family members speak and who lives at home etc.. (Melyarber, 2012).
All classrooms will have workspace located in the center of the room in the form of desk groupings that can be separated when necessary. This allows students to work collaboratively in groups to help social development as well as cognitive between students. It also allows for the ability to separate work spaces when necessary for testing or other activities. The focus of the room will be the white board where information will be present for both learning and informative purposes. Behind the workspace for students will be the computer area where students can charge their assigned laptops and iPods as well as check out chargers for home use. A mailbox will be located on the teachers desk which will also be located next to the white board, for students to students to place letters or notes if something is bothering them emotionally or is causing them stress. This allows the teacher to intervene if the student needs it without the student bringing attention to themselves regarding the rest of the class. A gymnasium is located on the premises for students use during physical education classes. This gym will allow the ample room needed for physical development and participation during physical education classes.
Nichole Pflueger
EDU/305
1/25/14
Kathleen Kriticos-Cheraso
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