Lessons in Adolescence

This episode features a conversation with David Strahan and Madison Sides White, coauthors of the recently released book “Teaching Well with Adolescent Learners.” David is Distinguished Professor emeritus at Western Carolina University having spent 50 years in education, largely focused on the development and preparation of teachers entering middle grade classrooms. Madison is a secondary English teacher in North Carolina. With a heavy use of narrative examples, their book attempts to bring together the research base in adolescent development and effective teaching in the middle grades, a combination that highlights how essential it is that teachers and students continuously build relationships of trust to foster positive social and academic development.

In Part two of their conversation, David, Madison, and Jason talk about strategies for better linking academic and social learning, the importance of self-worth and efficacy and how showcases of learning can bolster those assets, approaches to engage the current Generation Z adolescents, plus the need for teachers to be responsive in their teaching, the current socio-political challenges in doing that, and what we can learn from that to better the teaching and learning process going forward. 

Additional Readings and Resources

• Teaching Well with Adolescent Learners: Responding to Developmental Changes in Middle School and High School
• Association for Middle Level Education
• Western Carolina University
• Rowan-Salisbury School District

This episode features a conversation with David Strahan and Madison Sides White, coauthors of the recently released book “Teaching Well with Adolescent Learners.” David is Distinguished Professor emeritus at Western Carolina University having spent 50 years in education, largely focused on the development and preparation of teachers entering middle grade classrooms. Madison is a secondary English teacher in North Carolina. With a heavy use of narrative examples, their book attempts to bring together the research base in adolescent development and effective teaching in the middle grades, a combination that highlights how essential it is that teachers and students continuously build relationships of trust to foster positive social and academic development.

In part one of their conversation, David, Madison, and Jason talk about how their book came about and how the current fragmented state of teacher education and preparation was a prime motivator for writing it, the ways in which the book brings together the latest research on adolescent learning and development and narratives that showcase teacher practice in their own voice, and why and how building a foundation of trusting relationships becomes a thriving environment of teaching and learning.

Additional Readings and Resources

• Teaching Well with Adolescent Learners: Responding to Developmental Changes in Middle School and High School
• Association for Middle Level Education
• Western Carolina University
• Rowan-Salisbury School District

This episode features a conversation with three professionals from Education Opens Doors, a Dallas-based nonprofit that works with Middle Schools, providing curriculum, professional learning and resources to help young adolescents be more informed about opportunities and choices for their future in high school, in college, and in careers. Kristen Pereira is Senior Curriculum Specialist, Kelsey Martin is Manager of Creative Projects, and Nia Cottonham is Implementation Manager. Together, they share how early adolescence is an ideal time to help young people explore their interests and learn practical skills and approaches to decision-making for turning those interests into their future learning, livelihood and life.  

In Part two of their conversation, Kristen, Kelsey, Nia, and Jason drill deeper into the aspects of the program and how it is implemented. They talk about the ways Education Opens Doors leverages technology to challenge students in fun and engaging ways, the ways the programming prepares students for their next steps in high school and their opportunities for exploration and building self awareness and social capital, the program’s impact, especially in student engagement in learning, the ways the organization provides professional development and support and resources for teachers to implement the program, and the resources and supports for parents and families. They also reflect on how Education Opens Doors works to meet the unique circumstances and demands of this moment in time and what the organization is planning for its future growth and impact.  

Additional Readings and Resources

• Education Opens Doors
  • Program model
  • Dallas Independent School District Customized Program Sample:
    • PPT: Lesson 10 - Writing My High School Plan
    • Experience: Lesson 10 - Writing My High School Plan
  • EOD Foundations Edition Program Sample: 
    • PPT: Unit 4 Lesson 2 - Career Research & You
    • Experience: Unit 4 Lesson 2 - Career Research & You
  • NextGen Mentorship
    • Sample: Identifying My Character Strengths
    • Partnership - Video Testimonial
  • Parent programming samples
    • M1: Social & Emotional Well-Being of a Student
    • M2: Supporting Strong Study Habits
    • M3: Building a High School Plan
    • M4: Exploring Post-Secondary Education
    • M5: Proactively Planning for the Future
  • Program impact
  • Professional learning
• Spark Program

This episode features a conversation with three professionals from Education Opens Doors, a Dallas-based nonprofit that works with Middle Schools, providing curriculum, professional learning and resources to help young adolescents be more informed about opportunities and choices for their future in high school, in college, and in careers. Kristen Pereira is Senior Curriculum Specialist, Kelsey Martin is Manager of Creative Projects, and Nia Cottonham is Implementation Manager. Together, they share how early adolescence is an ideal time to help young people explore their interests and learn practical skills and approaches to decision-making for turning those interests into their future learning, livelihood and life.  

In part one of their conversation, Kristen, Kelsey, Nia, and Jason talk about the origins of Education Opens Doors, the program model, focused on helping students develop practical, success skills as well as find and unlock their interests and motivations as they think about and map out their futures, how the curriculum fits this particular generation of young adolescents in this particular social context, and the types of social and community impact they are particularly drawn to.   

Additional Readings and Resources

• Education Opens Doors
  • Program model
  • Dallas Independent School District Customized 16-Week Program Sample:
    • In-Class PPT: Lesson 10 - Writing My High School Plan
    • Rise Exploration Experience: Lesson 10 - Writing My High School Plan
  • EOD Foundations 1 - 11th Edition Program Sample: 
    • In-Class PPT: Unit 4 Lesson 2 - Career Research & You
    • Rise Exploration Experience: Unit 4 Lesson 2 - Career Research & You
  • NextGen Mentorship
    • Program Sample: Identifying My Character Strengths
    • Program Partnership - Video Testimonial
  • Parent programming samples
    • Module 1: Social & Emotional Well-Being of a Student
    • Module 2: Supporting Strong Study Habits
    • Module 3: Building a High School Plan
    • Module 4: Exploring Post-Secondary Education
    • Module 5: Proactively Planning for the Future
  • Program impact
  • Professional learning
• Teach for America
• Spark Program

This episode features a conversation with Rob Winstead and Maria Bninski from VMDO, a 45-year-old architectural firm headquartered in Charlottesville, Virginia. Rob is Principal and K12 Studio Leader for VMDO, and Maria an associate architect. VMDO has built a long track record of leading edge design in learning spaces - K-12 schools, higher education institutions, and community recreational buildings. The firm stands out in its use of research science to create learning spaces that are attuned to the learning and development of students. Physical space can be an especially powerful influencer of educational engagement and performance, as well as positive development for young adolescents in the middle grades.

In Part 2 of their conversation, Rob, Maria and Jason talk about how VMDO works in partnership with educators, students and communities to design learning spaces, what financial resources are required for these projects and how to think about managing those costs over time, and,how VMDO engages in research collaborations to contribute to the overall knowledge base in this area overlapping architecture and education.

Additional Readings and Resources

• VMDO
• Harvard University Graduate School of Design, Department of Architecture
• University of Virginia School of Architecture
• Center for the Built Environment 
• University of Virginia School of Education and Human Development
• Youth-Nex Center for Effective Youth Development
• Buford Middle School
• “Public School Facilities And Teaching: Washington, DC and Chicago,” Mark Schneider, State University of NewYork at Stony Brook, 2002.
• Plaza Life Revisited, SWA

This episode features a conversation with Rob Winstead and Maria Bninski from VMDO, a 45-year-old architectural firm headquartered in Charlottesville, Virginia. Rob is Principal and K12 Studio Leader for VMDO, and Maria an associate architect. VMDO has built a long track record of leading edge design in learning spaces - K-12 schools, higher education institutions, and community recreational buildings. The firm stands out in its use of research science to create learning spaces that are attuned to the learning and development of students. Physical space can be an especially powerful influencer of educational engagement and performance, as well as positive development for young adolescents in the middle grades.

In Part 1 of their conversation, Rob, Maria and Jason talk about the beginnings of VMDO, the firm’s approach to designing physical space to support the learning and development, as well as the health and wellness of youth, and young adolescents in particular, using developmental science and extensive stakeholder engagement as foundational guides.

Additional Readings and Resources

• VMDO
• Harvard University Graduate School of Design, Department of Architecture
• University of Virginia School of Architecture
• Center for the Built Environment 
• University of Virginia School of Education and Human Development
• Youth-Nex Center for Effective Youth Development
• Buford Middle School
• “Public School Facilities And Teaching: Washington, DC and Chicago,” Mark Schneider, State University of NewYork at Stony Brook, 2002.
• Plaza Life Revisited, SWA

This episode features a conversation with Colleen Cicchetti and Caryn Curry from the Center for Childhood Resilience at Lurie Children’s Hospital in Chicago. Colleen is the founder and long-time Executive Director of the nearly 20-year-old Center, focused on providing access to high0-quality mental health services for children and adolescents. Caryn is a Licensed Clinical Social Worker and Mental Health Consultant for CCR. A 30-year veteran in the field, Caryn provides training, consultation and expertise for schools and school systems as well as out-of-school community and youth-serving organizations to build the capacity of adult educators and care-givers around trauma-informed and healing centered systems and practices, a capacity that ultimately underpins effective teaching and learning and positive youth development. 

In Part 2 of their conversation, Colleen, Caryn and Jason talk about the work that CCR does in both the in-school and out-of-school spaces, including helping schools establish comprehensive Behavioral Health Teams; and we talk about the widespread and long lasting impacts of trauma and the work of CCR to build capacity to implement trauma-informed practices.

Additional Readings and Resources

• Center for Childhood Resilience
  • Behavioral Health Team Model
  • Trauma training
  • Trauma-Responsive Schools
• Resilience Education to Advance Community Healing (REACH) Statewide Initiative
• Lurie Children’s Hospital
• Collaborative for Academic, Social and Emotional Learning
• Illinois Social and Emotional Learning Standards
• Illinois Children’s Mental Health Partnership
• Boys and Girls Club of Chicago
• DePaul Community Health Centers
• Girls Scouts of Greater Chicago and Northwest Indiana

This episode features a conversation with Colleen Cicchetti and Caryn Curry from the Center for Childhood Resilience at Lurie Children’s Hospital in Chicago. Colleen is the founder and long-time Executive Director of the nearly 20-year-old Center, focused on providing access to high0-quality mental health services for children and adolescents. Caryn is a Licensed Clinical Social Worker and Mental Health Consultant for CCR. A 30-year veteran in the field, Caryn provides training, consultation and expertise for schools and school systems as well as out-of-school community and youth-serving organizations to build the capacity of adult educators and care-givers around trauma-informed and healing centered systems and practices, a capacity that ultimately underpins effective teaching and learning and positive youth development. 

In Part 1 of their conversation, Colleen, Caryn and Jason talk about the state of mental health among young people today, including the many societal forces affecting it, the origins of the Center for Childhood Resilience and the reasons for taking on the role of adult capacity building rather than direct student mental health services, and some of the the aspects of mental health specific to young adolescents.

Additional Readings and Resources

• Center for Childhood Resilience
  • Behavioral Health Team Model
  • Trauma training
  • Trauma-Responsive Schools
• Resilience Education to Advance Community Healing (REACH) Statewide Initiative
• Lurie Children’s Hospital
• Collaborative for Academic, Social and Emotional Learning
• Illinois Social and Emotional Learning Standards
• Illinois Children’s Mental Health Partnership
• Boys and Girls Club of Chicago
• DePaul Community Health Centers
• Girls Scouts of Greater Chicago and Northwest Indiana

This episode features a conversation with Ron Berger, long-time educator and program developer and now Senior Advisor, Teaching and Learning for EL Education. Beginning more than 30 years ago, EL Education was born out of the Outward Bound model of experiential learning that centers around young people, and adults, building strong bonds with each other and exploring and influencing the world together rather than alone, an approach to education that has particular resonance for young adolescents.  

In Part 2 of their conversation, Ron and Jason talk about EL’s open-source and highly rated and regarded English Language Arts curriculum and how it anchors experiential learning with rigorous, and standards-aligned content; they talk about EL’s newer foray into social and emotional learning with its advisory program, Crew; and they address the state of education today, how to meet the moment for young people given the impacts of the pandemic on learning and for teachers amid the backlashes around addressing issues of equity. 

Additional Readings and Resources

• EL Education
  • K-8 ELA curriculum
  • Crew: A Teamwork Approach to School Culture and Belonging
  • Kurt Hahn
• “To Improve Students’ Mental Health, Schools Take a Team Approach,” by Laura van Straaten, The New York Times, October 7, 2022.
• Harvard Graduate School of Education
• Outward Bound
  • Outward Bound Middle School Expeditions
• New American Schools Development Corporation
  • New American Schools’ Concept of Break the Mold Designs: How Designs Evolved and Why, by Susan J. Bodilly, RAND Corporation, 2001.
  • Facing the Challenges of Whole-School Reform: New American Schools After a Decade, by Mark Berends, Susan J. Bodilly, and Sheila Nataraj Kirby, RAND Corporation, 2002.
• A Nation At Risk: The Imperative for Educational Reform, a report to the Nation and the Secretary of Education, United States Department of Education, January 1, 1983.

This episode features a conversation with Ron Berger, long-time educator and program developer and now Senior Advisor, Teaching and Learning for EL Education. Beginning more than 30 years ago, EL Education was born out of the Outward Bound model of experiential learning that centers around young people, and adults, building strong bonds with each other and exploring and influencing the world together rather than alone, an approach to education that has particular resonance for young adolescents. 

In Part 1 of their conversation, Ron and Jason talk about the genesis of EL Education, the core features of its educational programs that appeal to young adolescent learning and development, like hands-on, real-world group learning expeditions and student-led assessment, plus examples from its partner schools on how these concepts of learning come to life.

Additional Readings and Resources

• EL Education
  • K-8 ELA curriculum
  • Crew: A Teamwork Approach to School Culture and Belonging
  • Kurt Hahn
• “To Improve Students’ Mental Health, Schools Take a Team Approach,” by Laura van Straaten, The New York Times, October 7, 2022.
• Harvard Graduate School of Education
• Outward Bound
  • Outward Bound Middle School Expeditions
• New American Schools Development Corporation
  • New American Schools’ Concept of Break the Mold Designs: How Designs Evolved and Why, by Susan J. Bodilly, RAND Corporation, 2001.
  • Facing the Challenges of Whole-School Reform: New American Schools After a Decade, by Mark Berends, Susan J. Bodilly, and Sheila Nataraj Kirby, RAND Corporation, 2002.
• A Nation At Risk: The Imperative for Educational Reform, a report to the Nation and the Secretary of Education, United States Department of Education, January 1, 1983.