Development of the Junior Student

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Development of the Junior Student

• EDUC 4615
• Junior ABQ
• Methods

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Education in the Junior Division EDUC 4615

• Agenda
• Introductions
• Course Overview
• Assignments
• Characteristics of the Junior Child
• Implications for Teachers
• Article

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Education in the Junior Division EDUC 4615

• Welcome and Introductions
• Icebreaker
• Do the following activity with no verbal
  communication.
• Line up in alphabetical order using first names
  only.
• Partner with the person directly in front/
  behind you. Devise a creative way to introduce
  each other. The pair that is the most creative
  will win a prize.

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Education in the Junior Division EDUC 4615
People Bingo
Make a 5 x 5 grid, like a bingo grid. Write
"FREE" in the center space. In all the other
spaces, write things such as "Born in another
state," "Is the youngest child in family," or
"Elvis fan." Fill in all the grids with items of
interest to the students, which probably leaves
Elvis out. If you do this with adults, you can
use the Elvis idea. (Sorry, can you tell I'm a
fan?) Run a copy for each person. The students
are to get the signature of a person who meets
the criteria for each section. You might want to
implement a rule that a person can only sign
another person's paper in two spots. The first
person with a completed card wins. Don't forget
to include the teacher.  Put in something to
which only YOU can answer yes.  For example, for
mine I put "married to a detective."  My teammate
put "adopted two children from Kazikstan" for
hers.
Divide the students into groups of 10 to 20,
depending on the difficulty level you want. The
more students in a group, the higher the level of
difficulty. Give directions for the "data" groups
are to use to "process" themselves. The more
creative the "data" the more fun the
"processing." Give prizes to the group who is the
first to correctly processes their data. Several
rounds can be played in a short amount of time,
depending on the size of the groups.
Here's a list of my favorite "data" for this
activity
This is a variation on the Criminal Dealings
game. Same set up with a deck of cards. Choose
the number of cards needed according to the
number of players. Be certain that the Queen of
Spades is in the deck. All players draw cards.
The player who chooses the Queen of Spades is the
murderer.          Throughout the other
activities, the murderer kills victims by winking
at them. When someone catches the eye of the
killer and is winked at, they are killed and
(here is the fun part) can die in any manner they
want. Some die quietly by dropping over others
die in a dramatic finale.          The object
of all other players is to a) not get killed and
b) try to identify the murderer.          I
think you can make a case for using this in
Writing - about the experience, about fear and
anticipation and how that clouds activities,
about processing fear, relaxing, then being alert
again, etc.          
Use Animal Scramble, but add a hint of danger by
planting a couple of danger animals who if
incorrectly approached can take you out of the
game ( snake, lion, tiger, etc). The last
survivor of non-dangerous animals is winner
(Non-dangerous animals need to gather say 4 of a
kind to be safe in a  pack they can even fake
being a dangerous animal but cannot take out
anyone - someone catches onto this and the fun
begins!)    
       Venn Diagram of Students
                                                
                                                  
                                             
       Data Processing
                                                
                                                  
                                              
Criminal Dealings
       Murder
                                                
                                                  
                                              
Name Tag Match Maker

• Course Outline Refer to Handout
• Assignments Refer to Handout
• House Keeping Attendance
• Breaks
• Questions

                                                
                                                  
                                             
       Knots of People
                                                
                                                  
                                              
Who Am I?
                                                
                                                  
                                             
       Animal Scramble
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General Principles of Development

• People develop at different rates
• Development is relatively orderly
• Development takes place gradually

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4Aspects of Development

• Physical Development
• How does the body develop at each stage?
• Social Development
• How do relationships develop at each stage?
• Emotional Development
• How does personality develop at each stage?
• Cognitive Development
• How does thinking develop at each stage?

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Characteristics of the Junior Student

• Divide yourselves into 4 group.
• Number each group.
• Pin a clothes pin on your collar.
• Task Brainstorm the differences between
  intermediate/senior students (13-19 years old)
  and junior aged students (8-12 year olds)?
• Group 1 Physical Differences
• Group 2 Social Differences
• Group 3Emotional Differences
• Group 4 Intellectual Differences
• Be prepared to share with the
  group.

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Characteristics of the Junior Student

• Junior students are growing in many ways.
• (adapted from Teaching and Learning in the
  Junior Division, North York Board of Education)
• Physically
• grow physically at different rates
• hand/eye co-ordination is well developed
• experiencing growth spurts (bones, muscles,
  brain)
• beginning to experience changes in their bodies
  as they begin to experience puberty
• often hungry
• high energy levels
• increase strength and motor dexterity

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Characteristics of the Junior Child

• Socially
• developing independence
• peers are important to junior children as they
  begin to form stable group relationships
• developing a sense of sexual identity
• maturing at different rates
• continue to need structure and guidance
• continue to need adult approval
• developing a more mature sense of humor

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Characteristics of the Junior Student

• Emotionally
• continuing to question and formulate attitudes,
  values and beliefs
• looking for role models
• experience unrealistic fears and expectations
• moody at times
• doesnt like no
• beginning to challenge adult authority

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Characteristics of the Junior Student

• Intellectually
• able to sort and classify ideas
• able to focus and sustain thought
• still need concrete references
• can reason
• growing in intellectual curiosity
• increasingly able to reflect and problem solve
• becoming more interested in more things
• can make and carry out plans
• developing aesthetic awareness and appreciation

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So What?

• Think/Pair/Share
• Reflect on the development of junior children
  and what that means for the junior classroom.
• Share your thoughts with a partner.
• Share your thoughts with the class.

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Implications for the Classroom(adapted from
Teaching and Learning in the Junior Division,
North York Board of Education)

• Junior students need
• a stimulating, secure environment that encourages
  risk taking, exploration and investigation
• choices within guidelines
• experience day to day problem solving situations
• participate in organizing the classroom

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• opportunities to work in small groups
• opportunities to explore individual interests
• opportunities to regularly monitor and evaluate
  their own work
• use concrete material
• Junior students need to be actively involved in
  their own learning.

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Article

• Numbered Heads Together
• Sit in groups of 4
• Number yourselves off in your group.
• Read the Article
• Discuss the article. Decide on one thing that
  your group found interesting that the group would
  like to share with the class. One person will be
  called on to share.

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Check out These Websites

• http//www.cdipage.com/development.htm
• Look for the link to Piaget and Eriksons stages
  of development.
• http//psychology.about.com/library/weekly/aa09150
  0a.htm
• Eriksons stages of development
• http//psychology.about.com/library/weekly/aa09150
  0a.htm
• Describes stages of creative development
• http//psychology.about.com/library/weekly/aa09150
  0a.htm
• Another Erikson website
• http//psychology.about.com/library/weekly/aa09150
  0a.htm
• Characteristics of child development
• What other websites have you found?