Communities In Schools
Developmentally Appropriate Teaching
Dr. Theresa Thorkildsen
Persis Driver
Part I – Building trust and showing respect
Part II – Developmentally appropriate practice
Defining Development
Stages of Development
2-7 years
7-11 years
8-12 years
Development of Art and Humor
Part III – Differentiating Instruction
Preparation
Engaging the senses
Part IV – Assessment
Assessing the student
Assessing the self
1
Gaining Trust
Elicit student’s emotions
Validate their right to have feelings
Facilitate problem solving
Eisenberg, N. (2004). Prosocial and moral development in the family. In T. A. Thorkildsen & H. J. Walberg
(Eds.), Nurturing morality (pp. 119 – 135). New York: Kluwer Academy
2
Introduction
Part I – Building trust and showing respect
Part II – Developmentally appropriate practice
Defining Development
Stages of Development
2-7 years
7-11 years
8-12 years
Development of Art and Humor
Part III – Differentiating Instruction
Preparation
Engaging the senses
Part IV – Assessment
Assessing the student
Assessing the self
3
What can development teach us?
4
Systems of Thought
Sensorimotor System
A wooden block is not represented as a cube but instead as something
that can be used to knock things down as well as something that cannot
be squeezed based on the action it can afford.
Symbolic System
Thought becomes progressively more symbolic as language develops.
Operational System
Most common are mental mathematical operations like addition,
subtraction etc.
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Introduction
Part I – Building trust and showing respect
Part II – Developmentally appropriate practice
Defining Development
Stages of Development
2-7 years
7-11 years
8-12 years
Development of Art and Humor
Part III – Differentiating Instruction
Preparation
Engaging the senses
Part IV – Assessment
Assessing the student
Assessing the self
6
Introduction
Part I – Building trust and showing respect
Part II – Developmentally appropriate practice
Defining Development
Stages of Development
2-7 years
7-11 years
8-12 years
Development of Art and Humor
Part III – Differentiating Instruction
Preparation
Engaging the senses
Part IV – Assessment
Assessing the student
Assessing the self
7
2-7 years
Thinking & feeling like a child
Language as a
means for rational,
symbolic, &
centered thought
PLAY!
Physiological
changes in gross and
fine motor skills
Egocentricity
8
2-7 years
Pre-operational thought
http://www.youtube.com/watch?v=GLj0IZFLKvg&list=PL8648B2E5C69EF71F
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2-7 years
Stages of Art – Stage 1
Scribble Stage
• Sensorimotor activity
• Lack of physical control
• Validation from environment
Hurwitz, A. & Day. M. (2007). Children and their art. New York: Hoarcourt.
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2-7 years
Stages of Art – Stage 2
Basic Forms – Tadpole stage
• Combine circle and line
• Symbolize forms that
represent the person
What can you do to help the child with more detailed representation?
• Focus on SELF! (remember egocentricism?)
• Play catch before you make the student draw about catching!
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2-7 years
Stages of Art – Stage 2 (con’t)
Art and Self-Image
• 4/5 year old
• Larger head – more talking,
eating – Perspective taking!
• Exploring several possibilities
to come to a consensus
• Talk about personal
experiences!
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Introduction
Part I – Building trust and showing respect
Part II – Developmentally appropriate practice
Defining Development
Stages of Development
2-7 years
7-11 years
8-12 years
Development of Art and Humor
Part III – Differentiating Instruction
Preparation
Engaging the senses
Part IV – Assessment
Assessing the student
Assessing the self
13
7-11 years
Moving into adolescence (7-11 years)
Rational, logical, yet
concrete thought
Physiological
changes –
PUBERTY!
Perspective
taking
•
Engage all the senses
•
Use manipulatives
•
Promote self-regulation & goal
setting
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7-11 years
Timeline for Primary & Secondary sexual characteristics
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7-11 years
Stages of Art – Stage 3
Symbolic or Pictorial Stage: Experimentation
•
•
•
•
Big feet implies the importance of the feet in walking
Dad with long arms and whiskers – I love to cuddle with dad!
Mom no arms - she shouts a lot!
Brother and self, no body – no control in the family
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Introduction
Part I – Building trust and showing respect
Part II – Developmentally appropriate practice
Defining Development
Stages of Development
2-7 years
7-11 years
8-12 years
Development of Art and Humor
Part III – Differentiating Instruction
Preparation
Engaging the senses
Part IV – Assessment
Assessing the student
Assessing the self
17
12-18 years
Thinking & Feeling like an Adolescent
Abstract, hypothetical
thought!
Physiological changes –
prefrontal cortex and
synaptic pruning
Egocentricity Personal Fable &
Imaginary Audience
•
Engage the possible self
•
Channel the emotions
•
Debate and argue!
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12-18 years
Adolescents are taking risks when they are most
vulnerable!
Can we channel this risk taking behavior?
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12-18 years
Synaptic pruning
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12-18 years
Formal logic
If a card has a vowel on one side, then it has an
even number on the other side
Which cards do I need to turn over to tell if this rule is
actually true?
Watson Card Problem
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12-18 years
Formal logic (cont’d)
Some cognitive developmental theorists purport that formal
reasoning is a progression of two stages.
Early Formal
Operation Thought
Adolescents newfound ability to think in
hypothetical ways produces unconstrained
thoughts with unlimited possibilities.
Late Formal
Operation Thought
Adolescents begin to balance their reasoning with
the realities of life experience and draw/commit to
realistic conclusions or solutions to problems.
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12-18 years
Formal logic (cont’d)
The discovery of these newfound cognitive capabilities
are intrusive and can be exciting to adolescents
• Adolescents are often motivated to debate and explore
issues by which they have invested interests
• Adolescents are now increasingly aware and capable of
questioning the infallibility of their parents and other authority
figures
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12-18 years
Stages of Art – Stage 4
• Drawing
symbolically or
metaphorically
• Obsession with
Realism
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Introduction
Part I – Building trust and showing respect
Part II – Developmentally appropriate practice
Defining Development
Stages of Development
2-7 years
7-11 years
8-12 years
Development of Art and Humor
Part III – Differentiating Instruction
Preparation
Engaging the senses
Part IV – Assessment
Assessing the student
Assessing the self
25
Stages of Art
Why does art productivity decrease by the time children are 9-10 years old?
•
•
•
•
Push for realism
Feelings of competence
Highly critical and self-reflective
Abstract thinking
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2-7 years
Children’s sense of humor
Why did the orange go to the
doctor?
Because it wasn’t peeling well.
3-4 year-olds may laugh because
they find funny the idea that an
orange visits the doctor’s office.
Why did the scientist install a
knocker on his door?
At the concrete-operational stage
they start to appreciate linguistic
ambiguities
He wanted to win the No-bell
prize.
A small change in
word form
A large change in meaning that
(unexpectedly) connects the two
contexts (orange & doctor)
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7-11 years
Children’s sense of humor (cont’d)
How do you fit an elephant in
the fridge?
Open the door, put the elephant
in, close the door.
How do you fit a giraffe in the
fridge?
Open the door, remove the
elephant, put the giraffe in, close
the door.
At the concrete stage, jokes with an
absurd premise and a punch line
which follows logically from the
absurdity
The listener expects an explanation
of the absurdity, and what she gets
instead is a logical consequence if
the premise is taken for granted.
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12-18 years
And now the sarcasm!
A paper should be like a mini
skirt: long enough to cover
everything, but short enough to
keep it interesting.
• Sarcasm
• Irony
I am not saying I hate you or
anything, but if you were on fire
and I had a glass of water, I
would drink it.
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Introduction
Part I – Building trust and showing respect
Part II – Developmentally appropriate practice
Defining Development
Stages of Development
2-7 years
7-11 years
8-12 years
Development of Art and Humor
Part III – Differentiating Instruction
Preparation
Engaging the senses
Part IV – Assessment
Assessing the student
Assessing the self
30
Preparation
Am I cognitively overloading students’ memory systems?
- Focus on 1-2 big ideas with younger children moving on to
no more than 4-5 ideas by adolescence
Are my instructional scaffolds flexible enough to engage
all the senses?
- Give the students choices and let them lead the way
Is my assessment flexible enough to accommodate
multiple perspectives?
- Give students the opportunity to demonstrate their
understanding in diverse ways
31
Introduction
Part I – Building trust and showing respect
Part II – Developmentally appropriate practice
Defining Development
Stages of Development
2-7 years
7-11 years
8-12 years
Development of Art and Humor
Part III – Differentiating Instruction
Preparation
Engaging the senses
Part IV – Assessment
Assessing the student
Assessing the self
32
Engaging the Senses
Which coin is a penny?
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Engaging the Senses (cont’d)
https://www.youtube.com/watch?v=Ahg6qcgoay4
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Engaging the Senses (cont’d)
• How can we assist children in differentiating between
relevant and irrelevant information?
• How can we assist children in minimizing distractions prior to
beginning an activity?
Cueing
Priming
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Engaging the Senses - Cueing
Endogenous or exogenous cues assist in grabbing
students’ attention
• Visual size and intensity
• Novelty and incongruity
• Emotional appeal
• Personal significance
• Build a meaningful mnemonic
Attention spans for children at play and when socially engaged will
often exceed the maximum figures established for formal instruction.
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Engaging the Senses - Cueing
Mneumonic
SOHCAHTOA – Sine (Opp over Hyp); Cos (Adj
over Hyp); Tangent (Opp over Adj)
High school student’s reply –
Some old hippy caught another hippy tripping on
acid
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Engaging the Senses – Cueing (cont’d)
Serial positioning
WHAT’S INCONGROUS ABOUT THIS
PICTURE?
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Engaging the Senses - Priming
The problems that confront p___ in raising ch___ from in___ to adult life are not
easy to ___. Both fa___ and m___ meet with many di___ in their concern for the
pro___ from the e__ stage to later life. It is important that young ch___ should
have plenty of s___ and good f___ for healthy growth. B___ and g___ should
not occupy the same b___ or sleep in the same r___. They are often afraid of
the d____.
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Engaging the Senses - Priming
The problems that confront poultrymen in raising chickens from incubation to
adult life are not easy to summarize. Both farmers and merchants meet with
many difficulties in their concern for promotion from the egg stage to later life.
It is important that young chicks should have plenty of sunshine and good feed
for healthy growth. Banties and geese should not occupy the same barnyard or
sleep in the same roost. They are often afraid of the dark.
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Engaging the Senses – Priming (cont’d)
KWL Chart
Concept Map
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Engaging the Senses – Priming (cont’d)
Multiple Selves of a 15 year old girl
Harter, S. (2001). The construction of the self: A developmental
perspective. New York: The Guilford Press.
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Engaging the Senses – Differentiating Assessment
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
• Write the chemical equation for photosynthesis.
Entrée (Select One)
•Draw a picture that shows what happens during photosynthesis.
•Write two paragraphs about what happens during photosynthesis.
•Create a rap or song that explains what happens during
photosynthesis.
Side Dishes (Select at Least Two)
•Define respiration, in writing.
•Compare photosynthesis to respiration using a Venn Diagram.
•Write a journal entry from the point of view of a green plant.
•With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration.
Dessert (Optional)
•Create a test to assess the teacher’s knowledge of photosynthesis.
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Introduction
Part I – Building trust and showing respect
Part II – Developmentally appropriate practice
Defining Development
Stages of Development
2-7 years
7-11 years
8-12 years
Development of Art and Humor
Part III – Differentiating Instruction
Preparation
Engaging the senses
Part IV – Assessment
Assessing the student
Assessing the self
44
Assessing students
45
Build a higher thought
Knowledge Level: LIST three things Goldie did in the three bears' house.
Comprehension Level: EXPLAIN why Goldie liked the little bear's chair
best.
Application Level: PREDICT some of the things Goldie might have used if
she had entered your house.
Analysis Level: SELECT the part of the story where you think Goldie felt
most comfortable.
Synthesis Level: TELL how the story would have been different if it had
been three fishes.
Evaluation Level: JUSTIFY the statement that "Goldie was a bad girl."
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Introduction
Part I – Building trust and showing respect
Part II – Developmentally appropriate practice
Defining Development
Stages of Development
2-7 years
7-11 years
8-12 years
Development of Art and Humor
Part III – Differentiating Instruction
Preparation
Engaging the senses
Part IV – Assessment
Assessing the student
Assessing the self
47
Assessing the self
Pre-Assessment
Formative
Assessment
Summative
Assessment
Do I have a mental checklist of what to look
for before I enter the building? Am I prepared
to introduce an element of contrast?
Am I listening and hearing what the
students have to say?
Do I have stories that I can repeat and reflect on?
Are these becoming iterative?
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