Chapter+8

//Chapter 8: Curriculum That Is Challenging, Integrative, and Exploratory//

Introduction Highlights: -Students challenging and being challenged by their schoolwork. -Students successfully integrating new learnings into their existing knowledge. -Students being able to explore ideas and questions that interest them. -Intelligence -Disposition -Attitudes and Tastes -Interests -Work Habits -Aspirations
 * Curriculums of developmentally responsive middle schools are designed to reflect and accomplish a school's mission.
 * Primary focus of curriculum designing must be the adolescent learners:
 * [|Active Learning] occurs in a classroom where students are given the chance to work individually, in pairs, and in groups.
 * Challenging, integrative, and exploratory curriculums enable students to demonstrate [|Authentic Learning] by using their senses.
 * Adolescents each develop uniquely in terms of:
 * Students' sense of community is demonstrated through mutual respect and responsible behavior.
 * Students **and** teachers should play significant roles in terms of curriculum planning.


 * COMPETENCE ***
 * Students indentify themselves with their successes and seize opportunities to do well.
 * Adolescents have a powerful need for personal expertise and may be competitive with their skills.
 * Adolescents often seek approval from their peers and adults.
 * Lack of acknowledgement in their competencies may result in lack of development in this area.
 * [|Peer Tutoring] is a beneficial way for students to share their knowledge with one another.


 * RESPONSIBILITY ***
 * Adolescents are in between taking on more mature roles and being dependent on those around them.
 * Students want to be recognized for evidence of maturity.
 * Important values for adolescents include: Initiative, Dependability, and Resourcefulness.
 * Students need to feel comfortable with planning and organizing learning, working alone or with peers.
 * [|Academic Portfolios] demonstrate students' personal accountability and self-awareness.
 * Projects should reflect students' pride of ownership and positive self-concepts.


 * AFFILIATION ***
 * Occurs when students are given the chance to articulate their feelings. For example, arguing their point of view, persuading others, laughing, talking, and debating.
 * Strong curriculums are those that leave evidence of passion and ownership.
 * Experiences, for example an in-class drama production, require constant energy and engagement.


 * **AWARENESS** *
 * Adolescents experience an [|Identity Formation Process.]
 * Students are particularly sensitive to how they are percieved and treated by peers.
 * There is great emphasis on language, humor, dress, and interactions with peer groups during this process.
 * Students are more responsive to an integrative curriculum that will allow them to better understand their life experiences.
 * Curriculums should enable students to learn more about the dynamics of peer relationships, their school, and their community.
 * Adolescents seek opportunities to demonstrate their knowledge to adult figures in their lives.


 * ETHICAL PERCEPTION OF SELF ***
 * Adolescents are gaining interest in existentional questions, concerns about injustice, and readiness for activism.
 * Students want to believe in themselves and see themselves as people who can make a difference in the world.
 * Curriculums must be designed to provide opportunities and support students to "do the right thing". (Examples: advocacy for animals, compassion for elderly and disabled)
 * Energy is sparked when students engage in discovery activities where they can find their own passions and interests.
 * Students need choices when it comes to what they will study and learn. They will feel more comfortable trusting choices made for them by adults.
 * Teachers need to gain the courage to share curriculum planning with their students.