Designing Curricular Experiences that Promote Young Adolescents' Cognitive Growth
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| Title: | Designing Curricular Experiences that Promote Young Adolescents' Cognitive Growth |
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| Language: | English |
| Authors: | Brown, Dave F., Canniff, Mary |
| Source: | Middle School Journal (J3). Sep 2007 39(1):16-23. |
| Availability: | National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Middle Schools |
| Descriptors: | Middle School Teachers, Curriculum Design, Cognitive Processes, Adolescent Development, Formal Operations, Cognitive Development, Middle Schools, Abstract Reasoning, Thinking Skills, Developmental Stages, State Standards, Student Centered Curriculum, Grade 6, Grade 7, Grade 8, Guidelines |
| Geographic Terms: | Pennsylvania |
| ISSN: | 0094-0771 |
| Abstract: | One of the most challenging daily experiences of teaching young adolescents is helping them transition from Piaget's concrete to the formal operational stage of cognitive development during the middle school years. Students who have reached formal operations can design and test hypotheses, engage in deductive reasoning, use flexible thinking, imagine intangibles, understand proportionality, generate alternative strategies, plan for the future, and reflect on their thinking processes. As much as middle level teachers want their students to engage in advanced cognitive processing, several studies reveal that, at most, one-third of eighth graders reach Piaget's last stage of cognitive development--formal operational thought. Much of middle school curricula requires students to engage in formal operational cognitive processes, even though most students seldom reach the levels of understanding that teachers might expect in each subject area. Middle school teachers must understand how they can specifically help young adolescents move into formal operations. That understanding begins with the realization that the type of curricula delivered to young adolescents affects their opportunities to improve their cognitive processing. The National Middle School Association (NMSA) for more than 20 years has advocated for "curriculum that is relevant, challenging, integrative, and exploratory." Several middle school teachers at Radnor Middle School in southeastern Pennsylvania have found a way to meet the state curricular standards while simultaneously engaging young adolescents in student-oriented curricula that encourage growth toward formal operational thought and processing. This article describes three alternative curricular programs existing at Radnor: "Crossroads" for sixth graders, "Watershed" for seventh graders, and "Soundings" for eighth graders. All three curricular programs are designed to meet the NMSA guidelines for meaningful curricular experiences. (Contains 3 figures and 1 note.) |
| Abstractor: | ERIC |
| Number of References: | 20 |
| Entry Date: | 2007 |
| Access URL: | https://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/September2007/tabid/1493/Default.aspx |
| Accession Number: | EJ775778 |
| Database: | ERIC |
| Abstract: | One of the most challenging daily experiences of teaching young adolescents is helping them transition from Piaget's concrete to the formal operational stage of cognitive development during the middle school years. Students who have reached formal operations can design and test hypotheses, engage in deductive reasoning, use flexible thinking, imagine intangibles, understand proportionality, generate alternative strategies, plan for the future, and reflect on their thinking processes. As much as middle level teachers want their students to engage in advanced cognitive processing, several studies reveal that, at most, one-third of eighth graders reach Piaget's last stage of cognitive development--formal operational thought. Much of middle school curricula requires students to engage in formal operational cognitive processes, even though most students seldom reach the levels of understanding that teachers might expect in each subject area. Middle school teachers must understand how they can specifically help young adolescents move into formal operations. That understanding begins with the realization that the type of curricula delivered to young adolescents affects their opportunities to improve their cognitive processing. The National Middle School Association (NMSA) for more than 20 years has advocated for "curriculum that is relevant, challenging, integrative, and exploratory." Several middle school teachers at Radnor Middle School in southeastern Pennsylvania have found a way to meet the state curricular standards while simultaneously engaging young adolescents in student-oriented curricula that encourage growth toward formal operational thought and processing. This article describes three alternative curricular programs existing at Radnor: "Crossroads" for sixth graders, "Watershed" for seventh graders, and "Soundings" for eighth graders. All three curricular programs are designed to meet the NMSA guidelines for meaningful curricular experiences. (Contains 3 figures and 1 note.) |
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| ISSN: | 0094-0771 |
