NH School of Applied Learning

S

NH School

of Applied Learning

Adolescent/Middle School (ages 12-

15/grades 6-8)

Agenda

S What?

S Why?

S Where?

S How?

S Who?

5/12/2015 www.snhma.org2

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.


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


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”


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.


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.


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


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.


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.


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


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.”


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

Source: MIT – Raising Teens5/12/2015 www.snhma.org13


Adolescent Brain

“The mysterious workings of

the adolescent brain”

S https://www.youtube.com/watch?feature=player_detailpage

&v=6zVS8HIPUng


The mysterious workings of the adolscent brain

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


Collegiate

Supporters/Initiatives

S Project Zero – Harvard

S ACT - Cornell

S Raising Teens - MIT

S Character Development Project – Stanford


Maker Space


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 Realized5/12/2015 www.snhma.org20

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*


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



ResourcesS 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

http://ww2.kqed.org/mindshift/2012/11/07/harvard-wants-to-know-how-does-making-shape-kids-brains/

http://www.smh.com.au/news/lifeandstyle/parenting/teenagers/careful--teenage-brain-on-board/2009/03/25/1237656994209.html

https://coa.stanford.edu/content/character-development-adolescence

http://hrweb.mit.edu/worklife/raising-teens/pdfs/raising_teens_report.pdf

http://www.actforyouth.net/resources/rf/rf_stages_0504.cfm

http://www.slideshare.net/nationalsafeplace/adolescent-b


ResourcesS 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

http://hrweb.mit.edu/worklife/raising-teens/pdfs/raising_teens_report.pdf

https://www.youtube.com/watch?v=6zVS8HIPUng

http://www.smh.com.au/news/lifeandstyle/parenting/teenagers/careful--teenage-brain-on-board/2009/03/25/1237656994209.html

https://coa.stanford.edu/content/character-development-adolescence

https://www.youtube.com/watch?v=1P74qn6PsMQ

https://www.youtube.com/watch?v=1P74qn6PsMQ#t=820

State of Education

S Common Core Controversy

S Standardized Testing Prevalence


NH School of Applied Learning

Education

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