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Who is the Adolescent?Homework for next Tuesday January 31, 2005PART 2 Examining the themes and potential myths of adolescenceBetween weeks 4 and 8, we will examine and analyze the themes and questions that emerged out of your surveys using the perspectives of sociology and psychology. We will examine what the some of the professional and academic literature says about particular themes (i.e., cultural, historical and social contexts surrounding adolescents; identity development; the role and function of peer groups; emergent sexuality; and cognitive development). Throughout the quarter, we will regularly consider the implications of what we learn from our sleuthing, be it in public, professional or academic forums, for relevant student pedagogy.Week 4: Peer groups At the Threshold. (chapter 5, 11, & 7)For next week: You will each have 15 minutes to (i) share key ideas from the chapter and (ii) any information that would help to address themes and questions that emerged out of our group discussions (see below).As with other jigsaw teaching, to help you both prepare for and support your colleagues’ learning:► Read your assigned chapter► Make a visual / outline that would help your colleagues understand (i) the key ideas of the chapter, and (ii) examples of the support that the authors use to make their claims. ► Bring copies of that visual for your colleagues and one for Sonja.In addition► Read through questions below before reading the chapter and identify anythat might be addressed by the chapter you are reading.► After reading, identify key information to share that would inform 1-2 of your colleagues’ questions, and perhaps challenge some assumptions. KWHL Questions- How do we learn what is intrinsically important to our students and incorporate this inthe classroom? What motivates adolescents to learn?- How do students come to value something enough to make it a goal?- How do adolescents gain a sense of ownership of their education/learning?- How to get beyond appropriating pop/youth culture to a more mutual/genuine/relevant way to hook and motivate students?- What cognitive abilities do they have?- How do you create a space where adolescents can come in with what they have andwork together for a common purpose?- What do adolescents perceive a good teacher to be?- How valuable is immersing oneself in adolescent culture in order to provide relevant teaching?- How do we go about...learning tools to recognize & effectively & tactfully approach students who are dealing with difficult issues (depression, etc.)?- What are our students afraid of?- How do you, as a teacher, create authentic relationships with your students? And should teachers strive for such a thing?- Why would an adolescent choose to trust someone?- What qualities in adults do adolescents trust?- How can we evaluate changes in adolescent culture over time?Questions that emerged out of your sleuthing Identity► What is the interplay between identity and media? Which influences which? Sexuality – Biology or Media?► Are teens perceived as untrustable? How does this effect teens?► How do we tap into the core identity when the superficial identity is constantly deconstructed and reconstructed? is there such a thing as a core identity? Is there enough time to find it? Do students want us to find it?► Is their an ideal? (is it realistic to b mentor, counselor, teacher all at once?)► Is teen marketing a tool for use in the classroom (rogoff)? If so how?► Group identity versus individual identity. What is the relationship between group and individual identity? Which creates which ? Which influences the other?► Body imageCognition► Is Metacognition in media literacy effective?► What does other research, besides one article, say about teens brains?► What’s the nature of teens engagement in politics/current events?► How do different activities that teens participate in affect their learning?► How do we strengthen media literacy ► How do we pull together environment, media literacy, & life experience in classroom.Peer Culture► How does school culture influence peer culture?► How does tracking influence peer culture?► How does school structure influence peer culture?► How has technology changed teen culture? ► How are kids financing their use of technology?► Is it a teacher’s role to educate parents about teens/teen culture/media use?► What about this oral culture?► Maslow – healthy decisions about social groups? Need for belonging? ► What are tools to survive adolescence?► What is the role of the youth organization in surviving adolescence?► Is peer culture representative of Adult culture or is it a subculture?► What pressures are prevalent today that lead to miseducative experiencesversus quality educative experiences (Dewey)Motivation► How effective is using peer culture/interests into motivating students?► What motivates a teen to read?► What/how does home influence motivation?► How is motivation influenced by peer pressure or the media (e.g. hours of tv)?► Is there a correlation between specific leisure activities and engagement inlearning?► What are authentic/ real experiences for


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EVERGREEN MIT 2007 - Who is the Adolescent HOMEWORK

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