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Week 5 Slides N & P

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ADOLESCENT

DEVELOPMENT
October 19, 2020 | Stanford Teacher Education Program
Week 5: Peers, Friendships, Moral Development, and Purpose
Do-Now

What were your impressions of today’s RILE talk?


(Type in chat)
Today’s Agenda
4:10-4:30
● Housekeeping
● Peer groups & social structures: ideas & implications
● Case Study: On Shadowing
● Week 6 Preview: Log & Readings
4:30-5:10
● Community Circle
Housekeeping

Look for a screencast later this week by Nikole about


peers and friendships and adolescents.
Essential Questions
Peers, Friendships,
and Social Groups
Identity development is the work of adolescence.
And, peer groups: reference points for identity.

Types of identities:
Role Social Personality
• Student • Gender • Kind of person
• Work • Ethnoracial Affinity
• Role in family • Nationality • Shared interest
Friendships
“Adolescents and their friends tend to be similar in
their attitudes toward school, in school achievement,
and in their educational plans...although this tends to
be more true amongst White and Asian adolescents
than Black adolescents (Hamm, 2000)” p. 171.

Why might this be the case?


Mon
Mapping Your Adolescence
Mapping your adolescence
● Reflect on the physical layout of your middle or high
school
● Where did the different “crowds” hangout?
● What physical space did each of these groups use?
Consider where they sat / hung out during lunch,
or where people congregated before/after school
or during passing periods.
● Place yourself in the map!
Reflect & Share
Discuss
a. What types of identities (e.g., race, gender, class) did you
name? What didn’t you name? Why?
b. What is your comfort level naming and interacting with
different groups? What does your map reveal about your
positionality?
c. What work do you need to do to talk about different
identities?
Case Study
Log 4 Preview
1. Interview your student about
within and outside of school.
Focus on how your student’s peer relationships
influence their sense of morality and purpose.
(Potential Qs in case study handbook)
2. Have your student of the school.
(Remember to document the map!)
3. Summarize what you learned in a log, relating your answer
to & connecting to insights for .
Progress & Support
● Shadowing: See handbook
○ General questions?
○ Anticipating challenges & strategies
○ Should be as close to a full day of school as you can attend
○ Try to participate as much as possible-- take tests, do in class assignments, etc.
○ Tell your CT & the student’s other teachers (e.g. send an email introducing the assignment)
Tips
When you reflect, connect back to Eccles’ 3 levels:
● What accounts for similarities or differences across
classes? e.g. classroom norms, a school practice,
and/or a district policy?
● Consider the context of your student’s classes
1. What are the physical and social structures in the
classroom? The school?
2. How does learning happen? What does it look like
for students to learn (e.g., passive, active, other)?
3. How do students interact with others-- their peers
and/or teachers?
Tips
Try out the case study log graphic organizer!

https://docs.google.com/document/d/1yhVD2MmdX
gs5E9vChMVvbfDY3zMpsBCaq-AxoRFEWaw/edit?u
sp=sharing
Readings NEXT WEEK
◻ Nakkula, M. (2008) Identity and possibility: Adolescent
development and the potential of schools. (9 pages) -NEW!

◻ Miller, S. (2015). A Queer Literacy Framework Promoting


(A)Gender and (A)Sexuality Self-Determination and Justice. (14
pages) - NEW!

◻ Kosciw, J. G., Greytak, E. A., Zongrone, A. D., Clark, C. M., &


Truong, N. L. (2018). The 2017 National School Climate
Survey: The experiences of lesbian, gay, bisexual,
transgender, and queer youth in our nation’s schools. New
York: GLSEN.
No EXIT TICKET
Community Circle

Stay here - Meet in Nikole & Paolo’s


section room

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