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Jessica Martorano
ED227: Intro to Middle-Secondary
Dr. Adams
December 7, 2016
Final Draft

Delving Into Developmentally Appropriate

Learning Conditions
Introduction
When beginning to think about developmentally appropriate conditions, one must first
look at adolescent developmental needs! The Seven Developmental Needs article has been a
grounding concept for me this semester. Seeing how these seven needs can be tied to absolutely
all other topics surrounding education has been a really important way of tying everything
together. Furthermore, throughout the course of this semester I have been able to both read and
witness first hand different educational situations and the immediate impact they have on
learners.
Especially considering my experiences in the Shortridge classrooms, how educators
build an environment that meets and exceeds the needs of students makes all the difference. This
is important to me as a future educator, because my role as an educator is to urge my students to
grow emotionally, socially, and intellectually. If this is the case, then I will need to take into
account where they are developmentally in order to best guide them into the next level.
Moreover, educators need to be aware of the needs of students so that those needs can be met.
Creating an environment where students can flourish is highly dependent on whether their needs
are being met.

Literature Review

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Overview
It is important to note that though the seven developmental needs of adolescents have
been broken down into the general social-emotional, physical, and cognitive needs that does not
mean that there is no overlap. In these three general umbrellas of needs, adolescent needs can
and are related to all three. The purpose of structuring this as such was to form a deeper
connection between the 7 Developmental Needs of Adolescents and the developmental theory
learned in Core II. Forming a meaningful connection between these overarching themes supports
the notion that the needs of adolescents are also the needs of all people. However, their needs are
especially important to be supported in the classroom. Adolescent needs must be met in order for
a student to critically analyze the lesson at hand.
Social-Emotional Needs: Positive Social Interaction with Peers and Adults, Structure/Clear
Limits, and Meaningful Participation
In order to best create an environment where students can effectively learn, they must
have a positive relationship with the adults around them where there are clear limits. These two
aspects of development in youth fall primarily under the umbrella of social-emotional needs and
are critical for growth. The unmatched importance of having a positive relationship with ones
students could not be stressed enough. In the article is Teen Engagement in Learning Starts with
Respect the entirety of this importance of trust and respect can be summarized as a students
desire for:
adults to hold the bar high for them. They feel respected when adults listen and respond
to them without judgment, and accept their beliefs and values, however different from
their own. And when adults are responsive to their intellectual, physical, social, and
emotional needs, adolescents feel this as genuine concern for their welfare, which in turn
makes them feel valued. (Baron 2015).

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This is how teachers have power with. Through having mutual respect and trust between
themselves and their students. Adolescents are no different than adults in this wayit is
exceptionally difficult to submit your power to another person if you have no trust or respect for
them. Here is also where limits and structure come in, as legitimate authority figures are seen as
having the right to exercise their power and authority; theyre also more likely to elicit
cooperation from subordinates (Gregory 2010). A way to also implement structure and clear
limits is through having ways for students to hold themselves accountable.
When students feel as if they understand the direction they are heading and can then
students can show ownership of the work (Miller 2016). For example, using checklists and
rubrics promote reflection and goal setting (Miller 2016). The level of trust instilled in students
is also dependent on their level of psychological development, as detailed by Eric Erickson.
Based on a groups age bracket as an educator I can begin to facilitates growth into their next
level of development and overcome conflict. Meaningful participation and positive relationships
with peers go hand-in-hand. Students need to feel as if they are part of a community. Although,
participation and engagement are often defined in the civic realm young people voting and
doing community service, for instance we must create equally clear and high expectations in
other areas (Pittman, Irby, Tolman, Yohalem, and Ferber 1996). Through meaningful
engagement students will have the passion and desire to meet and exceed expectations set forth
by both themselves and educators. Adolescents need opportunities for real participation and
involvement in the full range of community life (Pittman, Irby, Tolman, Yohalem, and Ferber
1996) in order to commit to their community. A way that involvement could be attained is
through a class community service project that relates to a lesson. For example, as in a biology
class, a project on taking eco-friendly actions in their school makes the lesson both tangible and

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deepens the class community bond! Creating community is also deeply related to physical
activity, such as in sports, clubs, teams, performing arts, et cetera!
Physical Needs: Physical Activity
Physical activity is often met outside of the typical class room, in extra-curricular
activities, but it is also important meet this need inside of the classroom! School should offer
ample structured outlets for the physical energy of adolescents (Center for Early Adolescents).
An adolescents need for physical activity in the classroom is pertinent in eliminating lack of
engagement [which] interferes with students learning, and it is contagious (De Frondeville
2009). There are endless manners through which an educator can use movement to get kids
focused (De Frondeville 2009). It is very simple to incorporate movement into a lesson, such as
creating a rhythm with finger snapping and hand clapping (De Frondeville 2009), having
everyone stand up and stretch as a class, et cetera!
It also very simple to incorporate movement into a classroom experience without students
even know it. For group projects having students pair up with another classmate from across the
room facilitates the ability to stand and move without any effort at all! Physical activities are also
a way to have genuine fun with other peers that they will remember (Elias 2015). This relation
to meaningful participation and positive social interaction is way of creating meaningful
communal experiences. Students will more easily recall and connect to the material if they have
those communal experiences. Physical needs also entail Maslows hierarchy of needsit is
impossible for students to focus on the material and meet their maximum potential if their
stomachs are rumbling. Making sure their basic needs are met in the classroom allows for them
to focus on analyzing and interpreting, as opposed to when they will be going to lunch hour. The
simple act of having a bin of snacks that the students can access if necessary could utterly change

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a students class experience. This is where structure and clear limits are also a necessity, so that
they do not abuse that right is born out of trust and perceptions of fairness, a willingness to
accept an [] authoritys rules (Gregory 2010). So if the rules of allowing food in class are
followed, then the students can have that ability for when they are hungry and need some extra
energy to focus.
Cognitive Needs: Self-Definition and Creative Expression
In order for students to feel sufficiently supported in class, so that they may take risks in
their work, students need to be allowed creative expression and self-definition. Creative
expression is a platform through which students can express feelings, interests, abilities, and
thoughts (Center for Early Adolescence) in school. Creative expression is the ultimate
expression of reflective and critical thinking (Erickson 2006). This is due to the fact that in
making something creative, students are going through a personal construction of meaning
(Erickson 2006). This is also an important skill in order to survive in todays society and is
exceptionally beneficial for students to cultivate their creative skills and impulses. Beyond that
though, creativity develops the soul (Elias 2016). Supporting the whole child in all of their
intricacies is the only way to aid in developing the character i.e. soul.
Creative expression can be an aspect of self-definition, as well as meaningful
participation in their school, family, and community and positive social interaction with adults
and peers. This is due to the fact that self-definition entails the integration of developing
capabilities, interests, and relationships into a sense of who they are (Center for Early
Adolescence). A simple way to encourage self-definition in the classroom is having a norm
where students are encouraged to pursue answers to their own questions as well as their
teachers (Center for Early Adolescence). Even in the physicality of a classroom, an educator can

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totally change the meaning of class for a student. Some students need quiet zones, while others
need collaborative tables (Miller 2016), so it is pertinent to allow for all of these spaces in the
physical classroom. Even throughout a single class period, these needs can be met by blending
some group work time with quiet time to reflect on the leaning process (Miller 2016).
These two concepts go hand-in-hand due to the fact that they can closely be related to
cognitive developmental needs. An aspect of a persons self-definition is rooted in their morality.
Therefore, Kohlbergs theory of moral development is important to take into account when
teaching adolescents. The students family, culture, and religion all play a major role in their selfdefinition and educators must be mindful of everyones differences in the classroom. Honoring
and respecting each students religion and culture creates a space of safety and trust in the
classroom and sets the precedent for peers to act in the same manner. This is all in relation to
Sociocultural Cognitive Development, and benefits the constant propulsion towards
independence of adolescents. Furthermore, being the More Knowledgeable Other from Lev
Vygotskys theory is important for creating a classroom where students are constantly in the zone
of proximal development. Nonetheless, this does not mean that it is the educators role to answer
all of a students questions, but rather bolster open-mindedness and curiosity as components of
creative thinking (Erickson 2006).

Data Collection
Research is incomparable for deeper understanding of developmental theory and the
manner through which educators can create the most supportive environment for their students.
However, actually witnessing these scenarios have been of the utmost importance for fully
understanding the implications of development in the classroom environment. Over the course of
this 2016 fall semester, I have been to ten classroom experiences in Shortridge International

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Baccalaureate High School. This estimates roughly 200 students over the course of four months.
This was an exceptionally diverse group high school students, all from different ethnic
backgrounds and different ages.

(Graph Source: Shortridge High School (5487) 2015)

Having so many authentic classroom experiences allowed for the most all-encompassing
understanding of development in the classroom.
Most days, when I prepared to observe in the classroom, I would list some over-arching
questions to preface what I wanted to focus on during each lesson (Sept. 18, Sept. 28, & Oct. 26).
All of these more detail-oriented questions all connected to the major question this semester:
How are educators creating developmentally appropriate conditions? On that note, I made the
attempt to connect most observations to the seven developmental needs of adolescents, and since
Shortridge is an IB school, this was quite easy to do. The seven characteristics in the IB learner
profile are: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded,
Caring, Risk-takers, Balanced, and Reflective. Through witnessing the many classroom
experiences this semester, I have been able better comprehend what is necessary in creating the
most developmentally appropriate environment for my future students. Based on these

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experiences I have found that student-educator trust and the physicality of the classroom both are
all the fundamental needs in creating the most positive classroom environment. All of the
examples are from notes taken between September 14, 2016 and November 15, 2016 at
Shortridge High School, by myself. Furthermore, the names of students and teachers have been
changed, while the dates remain exact.

Findings
Trust
Trust is how we, as educators, can gain that power with; we need to be thoughtful in
building these positive relationships. All other aspects of any relationship are weakened if there
is no trust. This goes for both sides of the relationshipas educators we must trust our students
to do their work, thus leading for more risk-taking and reflection. Dually, students must be able
to trust their teachers to understand their needs and assign meaningful work. Overall, the tone in
the school supports trust, as there are no bells. It is expected of teachers and students, alike to
know when their next class is. In a particular art class, the teacher described her assignments as,
all of the projects I assign are a choice (Sept. 28). She does not feel the necessity in demanding
her students do their work, as she just knows they will do them. Through this trust, her art
students rise to the occasion and feel compelled to do their projects in their own free will. By
treating her students with respect, they return the respect in working diligently.
There is a similar circumstance in a notes exam given on Sept. 28 in a drama
classroom. The students were able to use their notes during the exam as a way of formatively
assessing them. She noted that this is not a life or death situation. This is a journal exam in a
theater class (Sept. 28). This small side-note put the room at ease. She trusted them to sit one

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next to one another and not cheat off of others notes, and to use their own notes in a meaningful
way. Through the small change in allowing notes, she totally changed the meaning of the test.
Instead of testing their content-knowledge of theater terms, she actually was testing the students
note-taking skills and ability to comprehend the deeper intricacies of the meaning of those terms.
Structure
Based on the developmental needs of adolescents as well as the observations made at
Shortridge, it is clear that students need structure in their classroom environment in order for
them to flourish. Trust and structure go hand-in-hand due to the fact that trust without structure
leaves too many loose ends for students to abuse that trust. Structure comes into play in the fact
that having guidelines, rubrics, et cetera create a foundation on which student can then allow
their creativity to leap in risk-taking. In a social science course, the class was reading some
online article in order to build schema through background knowledge, before delving into the
complex issue of the genocide in Rwanda. As Shortridge is a one-to-one school, where every
student has a MacBook computer to work on, they all were on their computers reading the article
together. There is implicitly a great deal of trust necessary to allow high schoolers to borrow their
own laptop from the school for the whole year in and of itself, and with this trust comes some
rules and guidelines they must follow. In this specific example the teacher simply stated, My
expectation is that youre following along, please (November 2). Through this simple statement
he was able to build upon the class structure! This gave the students a guiding expectation in
which they could follow through on.
In the art class previously mentioned one of their major assignments throughout the
semester is notetaking on the theories and principles of each art movement. The art teacher gives
the students the baseline information necessary in-class but deeply encouraged outside research.

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Furthermore, she offered a rubric on the amount of white space allowed in their notebooks. It
was a requirement to fill the page with images, doodles, notes, et cetera (October 26). Lastly, in
the drama classroom, on October 26th the teacher was addressing the upcoming mock trial
assignment that would encompass the majority of the remainder of the quarter. In her
descriptions of the roles that each student would play, she also made reference to examples from
the previous year. She detailed the order in which each assignment would be held accountable as
well as described when/how she would be incorporating formative assessments along the way!
Through the creation of an environment where the students know what is upcoming and whats
expected of them, they can actually meet those expectations.
Physicality of/in the Classroom
The physical environment of the classroom plays a huge role in how the students respond
to the teacher. This does not mean that there needs to be expensive technology, the perfect props
for acting, the nicest tables and furniture, etc. In actuality it is the manner through which the
classroom is laid out, and where the teacher places herself in it, that is the real important aspect
of the physical environment in a classroom. On two different occasions in two different
classrooms the teacher sat themselves down at a desk in the group discussion so that they were
on the same physical level as the students (November 2 & October 26). This seemingly small act
had a big impact on the students interaction with the teacher. They were all physically close
which allowed for the readings/discussion that took place to flow much smoother. In terms of
physical furniture in the room the students really responded positively to having couches and
chairs where they could move to at different times during class (October 26 & November 2). The
ability for them to move about the space in the classroom was a physical manifestation of the
student-educator trust that was already there. Furthermore, the small details in having students

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work on the walls/hallways and art pieces throughout all created a space where the students felt
comfortable and supported. Knowing that their work was note-worthy in hanging it in the space
of the classroom, as well as showcasing beautiful art and murals showcased the creative abilities
of both present and past students (September 14-November 15).

Conclusion
In conclusion, the observations made in the classroom coincided perfectly with the
research and readings conducted over the course of this semester. The ability to build schema
through the research as well as support that background knowledge with physical evidence all
are implicitly important in building the best understanding of middle/secondary learning
environments. It was very important to me to connect everything back to the seven
developmental needs of adolescents and the learning done in Core IIsimilar to the theory
presented by Jerome Bruner of spiral learning. Creating connections between the readings, Core
II, and observations made in the classroom is an all-encompassing way for us, as future
educators, to best support our future students in creating the most developmentally appropriate
learning environment.

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Annotated Bibliography
Baron, J. (2015, October 26). Teen Engagement in Learning Starts with Respect. Retrieved from
https://www.edutopia.org/blog/teen-engagement-starts-with-respect-julie-baron
The primary design of this article is to promote mutual respect between teachers and
students. Respect will breed greater academic outcomes and is therefore necessary in the
classroom. There are six skills listed which can be described as understanding and
assessing both oneself and the student in question in order to create an environment
where respect can flourish.
De Frondeville, T. (2009, August 3). How to Keep Kids Engaged. Retrieved from
https://www.edutopia.org/classroom-student-participation-tips engaged
This article describes ten simple ways to take class from dead time to active learning.
The ten simple measures can be broken down into three general categories. Having
movement in-class allows for students to become re-energized. Group work is also
essential, but one must teach them how to collaborate first. Lastly, the teacher must be
clear with both expectations and instructions.
Erickson, H. L. (2007). Concept-based curriculum and instruction for the thinking classroom.
The Thinking Classroom. Thousand Oaks, CA: Corwin Press. 1-19.
The major discussion of this article is centered on creating a more in-depth manner of
learning concept-based curriculum. This synergistic thinking is a way of connecting
factual knowledge with conceptual understanding. The primary concern in learning is
being able to make connections between the concepts being discussed and making
personal meaning.
Elias, M. J. (2015, June 8). 7 Things Parents and Teachers Should Know About Teens. Retrieved

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from https://www.edutopia.org/blog/7-things-parents-and-teachers-should-know-aboutteens-maurice-elias
Both parents and teachers should consider the developmental needs of youths when
creating expectations. Teenagers are brimming with questions, and it is the role of the
adults in their lives to help them answer them. The seven things that the adults should
know going into aiding of these questions include teenagers need for: positive belonging,
solitude & silence, reflections on life, joy & play, creativity, linking to the large, and
shaping the passages.
Gregory, A. (2010, January). Adolescent trust in teachers: Implications for Behavior in the High
School Classroom. Retrieved October 26, 2016, from https://www.researchgate.net/publi
cation/228621819_Adolescent_trust_in_teachers_Implications_for_behavior_in_the_hig
school_classroom
In essence almost the entirety of an adolescents rationale on whether they listen to
commands in the classroom is based upon the relationship they have with their teacher. In
order to build a relationship of trust, educators must foster a positive relationship with
their students. Students are people and people do not freely give out their trustit must
be earned. The article describes why it is necessary to build trust, and how one may do it.
Miller, A. (2016, September 13). Tools for Student Self-Management. Retrieved from
https://www.edutopia.org/blog/tools-for-student-self-management-andrew-miller
It is impossible for teachers to balance every aspect of maintaining order in a classroom
at one time. It is the role of every person in a classroom to manage the classroom. Having
students self-manage is broken down into six tools: team operating agreements, task
lists, checklists and rubrics, time management logs, flexible seating and spaces, reflection
and goal setting.
Pittman, K., Irby, M., Tolman, J., Yohalema, N., & Ferber, T. (1996). Preventing Problems,
Promoting Development, Encouraging Engagement. 1-38. doi:https://moodle.but

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ler.edu/pluginfile.php/870919/mod_resource/content/1/Preventing Problems, Promoting

Development, Encouraging Engagement Pittman Irby Tolman Yohalem and Ferber
2003.pdf
In the classroom and whole school setting it is everybodys job to prevent problems. The
school and community must come together as one in order to create an environment that
is both safe and open for students and staff, alike. Furthermore, this community extends
to all participants in the school, including parents. The main theme of the article is
broadening the mind in various manners of supporting youths.
Rodrguez, L. F. (2012). Everybody Grieves, but Still Nobody Sees: Toward a Praxis of
Recognition for Latina/o Students in U.S. Schools. Teachers College Record, 114, 1-31.
There is a discrepancy in recognition for minority students, specifically in regard to
Latina/o students. This problem often results in a disconnect between Latina/o students
and their teachers, thus causing other difficulties in-class to ensue, therefore perpetuating
the problem. The purpose of this article to explore the issues and reasoning behind this
problem, as well as offer some solutions for educators.
Shortridge High School (5487). (2015). Retrieved from
https://compass.doe.in.gov/dashboard/overview.aspx?type=school&id=5487
7 Developmental Needs of Young Adolescents