Volume 16 – Number 1 – May 2016

Australian Journal of Middle Years of Schooling Supported by the New Zealand Association of Intermediate and Middle Schooling Editorial Parker Palmer (2007, p.11) reminds edition. Both programs exemplify technology in schools. There is no us that ‘reaching out’ into the community doubt that technology enhances the to provide opportunities for students “Good teachers possess a opportunity to create connections to collaborate, problem solve, create, in the classroom but the role of the capacity for connectedness. build and showcase their efforts - but teacher, as Poskitt finds, is critical in They are able to weave a in very different contexts. These helping students to effectively navigate complex web of connections programs epitomise the tremendous their learning journey accompanied by among themselves, their untapped potential that exists in our the ICTs available today. subjects, and their students middle years students. It is no surprise so that students can that with opportunity, encouragement Thank you to all of the contributors learn to weave a world for and guidance they will always exceed to this edition. A further way you can connect with Adolescent Success themselves.” our expectations. In the non-refereed section the contributors again point is through the Thursday evening to the importance of connections to Twitter Chats #MYEdOz to share your Never a truer word was spoken thoughts on a variety of different topics about the work of teachers in the community. Dowden and Drager describe a community-based program related to early adolescents. A growing middle years. At a time when young band of middle years’ educators has adolescents are trying to make sense - VITAL ProJex – focusing on the development of values, morals and been participating in the Chats and the of themselves and their place in the scope of participants continues to grow. world it is their teachers who play a ethics particularly for students at risk. critical role in guiding the way. The Resilience is an aspect of teachers’ work To conclude this editorial on the contributors to this journal in this with adolescents that continues to notion of connection I will return to edition are keenly aware of their role become an increasingly greater focus the wise words of Parker Palmer: in helping students make connections in schools. Fuller and Wickling, share “The connections made by – with their teachers, each other, their their extensive research on resilience subject disciplines and the broader – the results are surprising in some good teachers are held not community. As such the Australian instances and sobering in others. In in their methods but in their Journal of Middle Schooling becomes the Focus on Schools section is example hearts – meaning heart in its a great opportunity for the sharing of a program at St Michael’s Collegiate ancient sense, as the place of examples of practice and research Middle School which shows how this where intellect and emotion that provides an evidence base to this school is endeavouring to ‘find time’ to and spirit and will converge in practice. improve the resilience of their students. the human self.” The theme of community particularly In the refereed section Poskitt shares underpins two programs shared in her research about the views of young Dr Anne Coffey the Focus on Schools section of this people with regard to the use of Journal Editor Adolescent Success (@adolescentsuccess) Journal Sub-committee Acknowledgements: Dr Katherine Main Susan Korrell Photographs from the Angela White Dr Tony Dowden following The views expressed in this journal are those of the individual contributor Casebrook Intermediate School, and do not necessarily reflect the views of the Publications Sub-committee Canterbury, New Zealand or Adolescent Success - the Association dedicated to the education, Mount St Benedict College, Pennant development and growth of young adolescents. For further information Hills, NSW about Adolescent Success refer to www.adolescentsuccess.org.au St Michael’s Collegiate Middle School, Hobart, Tasmania Contact: Ipswich Grammar School, Ipswich, Adolescent Success. PO Box 2175 Toowong Q 4066 Australia Queensland Ph: +61 4 5247 5184 Mt Alvernia College, Kedron, [email protected] Queensland Executive Officer: Angela White

Adolescent Success – Volume 16 – Number 1 – May 2016 – www.adolescentsuccess.org.au 1 CONTENTS

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Abstract A New Zealand comparative case study investigated the impact of technological device use in literacy, over a three month period, for Year (Grade) 4-6 and Year 7-8 students. In school A (Year 4-6 students) data were gathered from two pairs of control matched classes, one of each pair of classes using What adolescents technological devices; in school B (Year 7-8 students) comparisons were made pre and post technology use. In both schools, pre and post- standardised achievement data were analysed, along with classroom observations, student and teacher interview data. Whilst significant progress was made in student achievement, when compared with national average point score shifts (author, in press), of particular interest in this article are young adolescent students’ views about effective pedagogy and technology think about use. For adolescents, availability of devices made learning more: fun, time efficient, accessible outside of school hours; and enhanced their research and presentation of learning. At times, friends and classmates helped by sharing information and new ideas, but frequent talking and distractions hindered learning. However, the pedagogical actions of teachers (particularly explicit, focused teaching of literacy and technology knowledge strategies) and provision of choices, varied and active learning opportunities technology use were perceived to make the greatest difference to student learning.

Jenny Poskitt (Massey University, New Zealand) Keywords: young adolescents, technological devices, pedagogical strategies, student voice, improved learning

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Introduction of less frequently used pathways, (teachers and peers), fostering essential to democracy, while the value of technological device curriculum, learning, teaching and whilst other synaptic pathways are the intrinsic value of learning, engaging students at higher levels use in schools reveals widespread their confidence with technology Schools are increasingly adopting strengthened through continued developing a sense of agency and results in curricular improvements agreement about the motivational (de Koster, Kuipert and Volman, the use of digital technologies myelination of nerve fibres enabling self-efficacy, and realizing that and strengthens teacher-student impact on students, increased 2011; Voogt, 2010). Building on in the belief that their use greater connectivity (hence more engagement is a variable state relationships (Fielding, 2001, 2004; interest in learning tasks, improved the pedagogical content knowledge enhances the appeal, relevance abstract and conceptual thought) influenced by internal and external Mitra, 2006, 2008; Mitra & Gross, student attitudes towards learning, concepts of Shulman (1986, and effectiveness of learning to evolve (Steinberg, 2006). factors, some of which the teacher 2009; Sands et al., 2007). efficiencies in teacher instructional 1987), researchers have integrated inside and outside school for Indeed, Steinberg (2006, p.70) and student can modify (Gibbs time, and heightened feelings technological knowledge (TK) into young adolescents. Yet principals argues, “at the core of adolescent & Poskitt, 2010). Realizing the Attracting student of connectedness to the world a technological pedagogical content sometimes question the efficacy, development is the attainment notion of engagement is comprised attentional engagement beyond school and the workforce knowledge (TPACK) framework partly through fear of student of a more fully conscious, self- of three components: behavioural, (Chen, Chaing & Lin, 2013; (Harris, Mishra, & Koehler, 2009; access to potentially undesirable directed and self-regulating mind.” emotional and cognitive elements, Student voice research is an Cheung & Slavin, 2012; Ertmer Koehler & Mishra, 2008; Mishra information or associated However, in the early stages of schools (and students) have a role important means of understanding & Ottenbreit-Leftwich, 2010; & Koehler, 2006; Pierson, 2001). distractions, additional resources adolescence, rapid development in enhancing all three. One means what is happening in schools from Kulik & Kulik, 1991; Wright, The TPACK framework argues for required for professional learning of the limbic (emotional centre) of more accurately targeting time the viewpoint of the ‘recipients’ 2010). Apart from some learning the connection and interaction of: and purchase of equipment, results in heightened emotional and resources to make a difference of education and, more critically, and assessment tasks that can a) technological content knowledge and perceptions of tenuous arousal and impulsive behaviours, for student engagement in learning what schools can do to improve only be completed with the use of (TCK –understanding how links between technological use increasing pleasure and emotional is investigating adolescents’ educational experiences and technology, there are mixed views technology and content can and student achievement gains. rewards from interactions with perceptions of educational outcomes for students, particularly in the research literature about the interact positively and negatively Published research reveals mixed peers, higher levels of risk-taking experiences. those who are under-represented effects of technological device use for learning; realising some views on the impact of digital and minimal capacity to evaluate or marginalised (Cook-Sather, on student achievement (Cheung tools are better suited to certain technology use on student learning risk (Steinberg, 2006) or, at times, Student voice 2014; Mansfield, 2014). It is & Slavin, 2013; de Koster, Kuipert subject areas than others) and (e.g. Cheung & Slavin, 2013; to focus on cognitive matters. Not important to realise student focus & Volman, 2012; Harris, Mishra Livingstone, 2012); with variance surprisingly students experience Seeking the views of young people and engagement varies according & Koehler, 2009; Livingstone, b) technological pedagogical attributed to factors such as declining interest in school and through ‘student voice’ research is to levels of interest, perceptions 2012; Mangen, Walgermo & knowledge (TPK – teacher research design, socio-economic seek more stimulating experiences based on beliefs about the rights of competence and influence of Bronnick, 2013; Slavin, Lake, knowledge of a range of background, student age and (Poskitt, 2015). They have an of young people to have a say, to friends. What attracts student Davis & Madden, 2011). Some of technological tools, their gender. While there is research on increasing need for connection be listened to, empowered, and attention, referred to as ‘attentional the variable outcomes are attributed pedagogical affordances, teacher technological pedagogical to the world outside of school for their contribution to make a engagement’, has a number of to research design, such as size limitations and applicability to and content knowledge (e.g. Kulik, and family (Langenkamp, 2010; difference (Cook-Sather, 2014). features including, “equipment of study, a lack of comparative types of pedagogical approaches) 2003), the interaction between Lansford, Killeya-Jones, Miller Not only does such student voice with various tools/objects/ data, inadequate measures of and teachers’ pedagogical practice & Costanzo, 2009); a need for yield more authentic research technologies (e.g. computers), tasks shifts, or insufficient details about and young adolescent student growing competence, confidence, results through insights into which (e.g. labs/assignments), activities the context and educational c) technological pedagogical knowledge, attitudes and classroom and a positive self-concept (Preckel, educational policies and practices or disciplines (e.g. dance or interventions (Cheung & Slavin, content knowledge (TPACK learning activities is less well Niepel, Schneider & Bruner, 2013) truly serve student needs, it has math), people (e.g. peers, teachers, 2013; Kulik, 2003). Nevertheless, – understanding the complex known. This paper examines these as their identity evolves. the potential to empower students coaches) and places/social settings meta-analysis studies suggest interplay between content, interactions and impact on student to identify issues and possible (e.g. school or community agency)” several factors influence positive pedagogy and technology learning in two New Zealand case Student engagement in solutions (Mansfield, 2014). As according to Lawson and Lawson gains for particular students using and developing capacity to study schools. learning Mansfield (2014, p. 399) argues: (2013, p.444). The level and technological devices: students “interweave these interdependent duration of attentional engagement from lower socio-economic family factors” (Harris et al., 2009, Literature review Recognition of students’ divaricate Seeking student voice to can be influenced by the use of backgrounds, lower to middle p.396-397). improve educational practice is ability, increasing age of student interests, alongside the importance particular technologies and also Harris et al., (2009) argue the supported by literature in student and gender - with boys typically Adolescence of attainment of educational the accompanying pedagogical dynamic and evolving nature of outcomes to prepare students for development, motivation theory, approaches (Dockter, Haug & showing greater gains (Cheung & Adolescence is characterised by technological knowledge, requiring effective citizenship and productive self-determination theory, and Lewis, 2010), and the balance Slavin, 2013; Freddano & Paolo, significant physical changes as the teachers to skilfully apply their employment in society, has constructivist learning theory of peer and teacher interaction 2012). Another influencing factor human body matures from child knowledge and skills in accordance resulted in extensive research in because these fields recognize alongside sustained time using is pedagogical practice. to adult form. Most importantly with students’ emerging learning the student engagement literature. the importance of active student devices. for schooling are the myriad brain Pedagogical practice needs and preferences. These Key factors to retaining student engagement in and feedback to changes that occur during puberty findings are supported by the work interest in school learning include the educational process (Sands The approach taken to integration (Nagal, 2010). Effectively, the Influence of technological of Abdul Razak and Connolly establishing and enriching young et al., 2007). At the most basic of technological devices into brain undergoes transformation. device use (2013) who found student people’s sense of belonging and level, student voice efforts result classroom pedagogy varies Localised synaptic pruning occurs preference for games based or connectedness to their school in development of civic habits A review of literature related to according to teacher beliefs about

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traditional learning approaches (2012), recommend teachers give data, contextual information Indian/Pakistan/Sri Lankan; were interviewed at the beginning occurred with print copy materials. was influenced by teachers’ students explicit instructions on about classroom interventions and South East Asian; Chinese and and end of the study, and classroom Moreover, some of the Year 4 pedagogical style. Optimal student basic features of applications, student perspectives of effective Pacifica). Families of children observations were undertaken students struggled, particularly learning appears to need alignment opportunities to explore and pedagogy and technology use. attending school A tended to beginning, and end of the study with iPads, to scroll pages, flick between the teachers’ technological experiment with tools and time represent middle to higher socio- period by the author. from one screen to another, pedagogical content knowledge, to teach one another. In the early Research design economic status (SES) while school change fonts or other document learning content and learning stages of implementation, teachers B were middle to lower SES. Of Data were recorded only for appearance options. These younger Sample activities; and responsiveness to and students are likely to encounter the eight participating teachers, the consenting students, with a students lacked knowledge and particular focus on the nature of the student experience with, and difficulties such as manipulating The comparative case studies took five were female, three male, skill in moving from one website reading activities engaged in whilst attitudes towards, technological images, saving and sharing work, place over two 12 week periods; and all identified as European to another, basic searching tasks, being instructed by the teacher and devices. becoming familiar with specific school A in term two (April to New Zealanders. In school A saving and retrieving files. Similar in subsequent independent learning functionalities and disruptions to July) of the four term school two teachers volunteered to frustrations and anxieties were In classes with a teacher-directed time; and teacher to student, learning time solving technology year; and school B in term three experiment with technological encountered in a study by Beavis, style, technology is largely used student to student interactions. issues (Hutchison, Beschorner and (July to September). School A devices (‘technology’ teachers), and Muspratt and Thompson (2015). for independent work by students Details of the standardised reading- Schmidt-Crawford, 2012). participants (n=100 students; four two teachers agreed to defer use However, these issues were to practise or reinforce learning, comprehension test composition, teachers) were Year (Grade) 4, in literacy (reading) lessons until somewhat mitigated in the older whereas in more innovative classes Livingstone (2012) contends there student achievement results 5 and 6 (aged 8 to 11 years old) the subsequent school term (‘non- students’ classes due to greater ICT use is often associated with is minimal evidence of the impact (e-asTTle, normed for New in one urban primary school in technology’ teachers); in school familiarity with the tools outside of open-ended, exploratory activities of ICT on learning, partly due to Zealand students) and teacher New Zealand; and in school B (90 B the four teachers integrated school, and in school B, an Apple with student input. However, the the lack of comparative studies. interviews can be found in (author, students, four teachers) in Year 7 technology into their literacy consultant had spent time with latter encounter more technical Studies using matched control in press). and 8 (aged 11-13 years old). The programmes. Although school A teachers and students in the first and organisational challenges with designs with qualitative elements research sample represented the technology classes used common days of using iPads, tutoring them equipment and software, as well as to provide depth and insight are Results school population, comprising devices and software such as in the ‘technical’ basics of scrolling, incomplete work due to disruptions deemed by Cheung and Slavin predominantly European, followed laptops, notebooks, iPods, iPads, In essence, all classes made saving, retrieving files and essentials to learning time. In order to (2012, 2013) to be necessary. This by Māori and small proportions interactive whiteboards, software significant progress, with up to about frequently used apps. achieve deeper learning, Hutchison, article seeks to contribute to the of other nationalities (such as such as Kid Pix, Lexia, MyPortfolio, four times the national expected Beschorner and Schmidt-Crawford literature regarding comparative digital cameras and searches of Realizing the benefits of point score difference. There technology use the school intranet, internet, and was minimal difference between Youtube; school B mostly used the Year 4 ‘technology’ and ‘non- However, after a school term (three iPads, searched the internet and technology’ student achievement months) in the study, school A used Google Doc platforms. in reading comprehension, but a ‘technology’ research students’ Procedure positive difference for the older interviews (Years 4-6) revealed their students using technological appreciation for: All measures were administered in devices. Examination of the students’ respective classrooms observational and student interview • Additional features of reading or nearby withdrawal room (for data revealed some intriguing electronically (‘click’ for: student group interviews) and explanations. definitions, pronunciation, further information or visual carried out by the author, except School A the pre-test and post-test in images) reading comprehension which (students Years 4-6) • Ready access to researching was administered by classroom information teachers but analysed by the author. Anxieties and frustrations • Increased variety of reading University ethics committee about technical issues with ‘follow up’ activities (e.g. approval was granted and ethical technology use applying comprehension principles were applied: informed Observational and student strategies while viewing moving active consent, with the right interview data with the Year 4 images) to decline to participate or to students revealed initial anxieties • Ease of regulating their own withdraw at any time, assurances in using technology (e.g. worries learning (e.g. deepening or of confidentiality, truthfulness and about effects on eyesight or brain), extending understanding by avoidance of harm. All participating concerns about distraction of further searching) students undertook the pre-test games from ‘real learning’ and a and post-test, and group student perception that ‘real reading’ only • Improved presentation (colourful interviews. Participating teachers

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and varied fonts, not worrying websites to develop students’ well organised ‘follow-up’ activities. Differences in teacher instructional a ‘technical’ nature (e.g. instructing School B about spelling or neatness) critical thinking and evaluative Students’ time was spent on practice were even more intriguing students how to open an electronic (students Years 7/8) skills about the trustworthiness of tasks directly related to reading with the Year 5/6 students (Table folder), other instructions were • Realising transferability of information. Nevertheless, such comprehension; regardless of 2). Notice Teacher 3 (non- linked to comprehension strategies reading skills from print to Enhancing ‘technical’ use of iPads diversion of teacher instructional technology use (e.g. summarising technology) multiple purposes for (what features helped you come electronic forms time may provide some explanation a story, predicting endings, the session (thinking, questioning, to that understanding?) and Accompanying the introduction • Ease of sharing learning (teacher, as to why the Year 4 students’ evaluating options). However, understanding what good readers directing student attention to of iPads (one device per student students, parents) ‘technology’ and ‘non-technology’ technology use (once technically do), the proportion of teacher specific details (e.g. sound) to in the four classes), was tutoring achievement results were equivocal capable) freed students from talk to students, and the length deepen their understanding. These from an external (Apple) consultant Students were considerably more (rather than higher for ‘technology’ anxiety about neatness or other of teacher utterances. In contrast older students needed less frequent who demonstrated to the students positive about the use and value students). related presentation difficulties Teacher 4 (technology), while not explicit ‘technical’ instruction on technical aspects of using the of technology at the end of the and enabled them to use more of stating the purpose at the outset, device use. Most noticeable in this devices (e.g. opening/closing, research study although they Observations of student activity their lesson time applying reading was focused throughout the session extract was prompting of active saving/retrieving files; scrolling, noted difficulties with re-reading during independent learning time comprehension strategies or on character. Students were asked student learning by the teacher’s main features of key applications). and locating information in an away from the teachers revealed extending research skills. to identify specific information and succinct, targeted questions and Spending time the first day with electronic document compared to infer. Only one statement was of instructions. such tuition resulted in more with print forms. Table 1 confident users and minimised Influence of teacher pedagogical Observational extracts from Year 4 technology and non-technology teacher instructional Table 2 subsequent disruptions to learning time practice due to basic ‘technical’ matters. Non-technology class (Teacher 1) Technology class (Teacher 2) Observational extracts from Year 5/6 technology and non-technology teacher instructional time Notwithstanding this, minor Analysis of classroom observations During an instructional session with a small During an instructional session with a small group technical issues still arose, such as group reading a shared text, the following reading a shared text, the following discussion Non-technology class (Teacher 3) Technology class (Teacher 4) of teachers’ reading instruction with discussion occurred between the teacher (T) and occurred between the teacher (T) and students (S): ‘freezing’ of devices, periodic loss Addressing a ‘book’ reading group on the mat, A group of children, each with a laptop, are with small groups revealed interesting students (S): T: Today we are reading on computers. Open yours T: What is our purpose? Because you have read the teacher for reading instruction: of work, and neglecting to recharge T: There are some dangers that divers face, can up and search the KiwiKids news site. How might you patterns. Both Year 4 teachers most of the book do you think you now know T: Today we will use the comprehension skills of you find out some more dangers from the text find that? (1) batteries. who the man is behind the mask? Why? Why visualising and inferring. Open your folder to began the session with a clear please (1) S: Use the search bar focus for their small group session. S: The divers must come up slowly. T: Smart strategy, the search bar helps you find things did I ask why? What did I get you to do? your character reference please (instructed two Enthusiastic response to iPads S: Help us think students to click on a folder, then room 1 folder, Teacher attention and continual T: Why must they come up slowly?(2) on the internet (1). First make a prediction (2), then and learning Students did not know. use the website to describe liger (3). T: What sort of thinking am I getting you to then their own folder) (3) reference to comprehension do? I want you to justify – give a reason for your T: Yesterday we worked on inference – what Teacher provided a brief explanation using a Group did not know. Student interviews revealed high strategies ensured students comparison with them swimming in a pool. S: Maybe an animal, something like a tiger? answer. If you think it is the son in the mask, helped you understand the character? (1)… who is the other person? Today we will use visual text for inference levels of enthusiasm for use of iPads maintained focus on the important T: Finds a word then points “What does this T: Open up the website (1)… Remember you can word mean?” (3) click on highlighted words to clarify the meaning, like S: I think it is the half-brother. and looking for clues to add to our character in their literacy learning. Table 3 features for reading, especially S:Discovery a dictionary. What have you found out (3)? T: Can you explain or justify your answer? inference (2). View this part of the clip to think displays student perceptions related when teachers asked them to T: What was the main idea you found in the text? T: No, we’re looking for something else. S: inaudible. about how the sound and music help develop (4) (listened to all group members’ ideas) S: It is a half lion, half tiger. T: Remember we ask questions to build our your understanding (2) to four themes: what helped their identify specific information, to T: Who do you think should keep the treasure? T: Do you think it is a reliable website (4)? understanding. How do we know what type S: Scary music makes you think it’s a scary learning, what distracted them from evaluate and make judgments from (5) Read to page 18 and tell me what you S: Yes of question it is? How do questions build our character learning, how the teacher enhanced their reading. These behaviours think… T: How do you know? What signs do you look for to understanding? How does questioning help your S: The music starts quiet and then gets louder Key: Notice the teacher’s attention on: know it is reliable? understanding? and faster their learning and what they would were influential in the significant 1. Identifying specific information S1: Read a couple of sites to see if the information S: You do more reading because you go back to S: Yeah and the lighting gets darker to make you like changed. progress the classes made in reading 2. Checking for understanding is similar? find the answer. more scared comprehension. 3. Extending vocabulary S2: Look for the http? T: Okay, so it helps you read more… Good T: So the music helps you infer it is a scary 4. Inferring from the text T: Yes, what about the content? readers ask questions during and after they character (2, 3)… Jot down those ideas… 5. Evaluating and making judgments S3: The language used? However, Table 1 displays subtle read. Sometimes the answers are in the text, T: Now view the next part of the clip… what are S4: Read to see if the author is an authority, like a sometimes you have to draw on your prior you inferring about the character now? NB: (x) = type of teacher action e.g. (1) refers to scientist for information on animals? differences in pedagogical practice. knowledge to help you understand or read S: shy, quiet statements/questions inviting students to identify T: It is a reliable website so it is probably true. other books to help you understand. What T: What features helped you come to that Teacher 1 (non-technology) spent specific information Search using another term, half tiger and half lion other books might you need to read to help you understanding? (2, 3) more time extending students’ (1, 3) and read that article… understand difficult words? S: volume, background lighting… vocabulary, checking for student T: When was that article written? (3) … If it was only 40 days ago would we find that information S: Dictionary understanding, and encouraging in a book? What comprehension strategies were T: Indeed. Now think about some questions Note the teacher’s attention on: students to make inferences from you using? about the text. Look at the picture, title, text 1. Inference – all of these things help us. Readers work out 2. Identifying specific information the text. Teacher 2 (technology), S: Visualising what I thought it would look like before viewing the picture. puzzles so look at all these pieces to work it 3. Technical instruction directed students to identify specific S: Predicting what it might look like out… information, predict and make T: If I wanted to check if the website was reliable I Note the teacher’s: could go to Geographic for kids…(4) 1. Multiple purposes (thinking, questioning, judgments, but was diverted with understanding what good readers do) ‘technical instructions’ (e.g. “use the Notice the teacher’s attention on: 2. Proportion of talk to students’ 1. Technical instruction 3. Length of utterances search bar”, “open the website”). 2. Predicting Yet this teacher optimised 3. Identifying specific information opportunities while searching 4. Evaluating and making judgments

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Table 3 Observations of subtle variations in targeted (teacher directed and featured even less with the Year Student (Year 7/8) views about the impact of iPad use on learning quality learning time during teacher independent) tasks to actively apply 7/8 students where time had been Positive aspects helping learning: Distractions from learning: instruction and independent comprehension (and technology) invested in ‘technical instruction’ • Very high support for 1:1 iPads • Frequent interruptions and noise of other students activity shed further insights into skills, alignment of the task to with the introduction of iPads. The • Ease of researching, recording, presenting ideas • Student behaviour how learning with technology was match the knowledge and skills research was limited to only two affected by pedagogical practice. being developed and to optimise schools, each for the duration of (c.f. pen/paper) • Minor cover misuse of iPads • Time efficiencies (not waiting, faster) (e.g. photo booth) lesson time on purposeful learning. one school term, in one aspect of Learning preferences for The latter required teachers literacy (reading comprehension). • Value of optional workshops adolescents to not only deliberately plan Results may differ in other schools • Continuity of learning outside school As discussed in the introduction, their instructional and student and time periods. More research What teachers do to help learning: Changes students would like: adolescents are typically seeking independent learning time, but is needed before generalisations • Workshops (specific skills/topics) • More workshops (teacher instruction) active (cognitive and physical) to listen to student views and to can be made in relation to teacher • Choices (what, when, where, who) • Fairer distribution of teacher time and attention learning, choices in their learning be responsive to their emerging instructional practices, student • More frequent/timely individual help • Clear instructions, willing to re-explain (how, what, when, who with), learning needs (such as the transfer voice and particular technological • More varied (active, creative) activities optimal levels of learning tasks of comprehension strategies from devices, and in different aspects of • Teaching strategies/knowledge • Reduce classroom noise levels as well as friendly teachers who print to electronic medium, and literacy (such as student writing) or • Modelling, guidance, brainstorming, questioning • Reduce interruptions by other students the desire for more individualised other curriculum areas. to stimulate thinking explain things clearly and precisely teacher instructional time). • Feedback (Poskitt, 2015). Furthermore, Nevertheless, the study suggests factors like variety, novelty, self- Quality of instruction, appropriate extensive software or application regulation influence student levels of instruction, incentive use is not necessary; rather a These Year 7 and 8 students (aged Booth, or searching information Nevertheless, incorporation of engagement in learning (Gibbs & and time were identified by Slavin responsiveness to and input from 11-13 years) were excited about unrelated to the current learning technological devices did not Poskitt, 2010); classroom factors (1994, 2009) as four factors of the learner, resulting in a dynamic iPad availability and valued the topic), the main distractions result in utopia. Extracts of evident in the Year 6 (teacher 4) effective teaching. To that list, this pedagogical approach, or as Svihla ease, speed and time efficiencies of from learning were other student teacher instructional time revealed class and the Year 7/8 independent current study might add listening et al. (2015) argue - design, iPad use. Some students continued behaviours (talking, showing diversion of teacher and student learning programme. to student voice. Beavis, Muspratt where technology device use is school learning at home by irrelevant website information, attention to ‘technical’ aspects of Cheung and Slavin (2012) argued and Thompson (2015) highlight incorporated organically, enabling accessing Google Docs remotely; noise levels) and wanting more using the devices at the expense integrated technological innovations the importance of listening to teachers and students to extend something they had not previously individual help from the teacher. of ‘focused reading’ learning time. showed more promising evidence student voices and experiences variety, choices and application done. Nevertheless, the majority Moreover, some frustrations were of positive student achievement to integrate technological devices of learning. Teachers need to be of factors helping their learning Discussion expressed about devices occasionally gains than computer-assisted into the learning experiences of open to seeking and incorporating were more related to pedagogy (e.g. malfunctioning, or temptations Technological device use programmes alone. Ultimately, students, appreciating the need student input into technological clear instructions, questioning) (games, alternative websites) “what matters is how technology for a variety of approaches to suit learning programmes. In the words than the use of technology. Earlier diverting student attention from Student interview data across integrates with non-technology the personalised needs of students. of a Year 8 student: in the school year, students had the Year 4-8 groups revealed the the task at hand. A similar trend Finding time to listen and to adapt components of reading instruction” I enjoy the freedom and been introduced to an independent value of technological device use was found by de Koster et al., learning programmes in accordance (Cheung & Slavin, 2012, p.22). searching on my iPad but learning programme in literacy and in raising student enjoyment (2011) and Hutchison et al., with adolescent preferences The ‘how’ has been revealed in I love it most when the maths. They were given required and motivational levels, greater (2012). for learning requires teachers this case study through extracts teacher cruises the classroom ‘must do’ tasks and could select efficiencies in learning time (ease with an open-minded approach Pedagogical considerations of teacher instructional strategies, and pauses with me – her amongst a range of ‘may do’ tasks of research, and reduced waiting to education, willingness to follow-up learning activities questions about my learning to complete within the week, at time for the teacher and other experiment and learn with students; Student interview data revealed, and student responses to these and explanations help me do a time and order students chose. students), more attention on deeper what Svihla, Reeve, Sagy and Kali with respect to student learning approaches. so much more. Teachers offered several workshop learning (less time wasted on and engagement, greater influence (2015) refer to as design technology (instructional sessions) choices for presentation such as neatness and of pedagogical approaches over Conclusion integration, enabling incorporation students to select at least one, or searching dictionaries for correct use of technological devices. of technology into curriculum for up to several to attend. Students spelling), and greater variety of Targeted teacher questioning and This study provides evidence of real-world use. commented on the value of the active learning tasks. Student voice clear instruction focused student the importance of clear teacher This study revealed how technical workshops, choices, instructions, research in this regard is consistent attention on central features of instruction, modelling and frustrations detracted from central questioning and feedback to aid with international literature on their learning (comprehension scaffolding (of both the content learning, particularly with younger their learning (refer to Table 3). the appeal of technological devices strategies), as well as verbal – reading comprehension – and adolescents (Year 4 ‘technology’ to increase student interest and discussion and associated ‘follow- the technological tool), focusing Apart from periodic inappropriate students); yet with greater motivational levels (Cheung & up’ activities that elicited active student attention on details use of iPads (such as distorting competence in Year 5/6 technical Slavin, 2013; Wright, 2010). learning from the students. through specific questioning and personal photos through Photo disruptions were minimal, and

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References Education, 41(4), 393-416. Preckel, F., Niepel, C., Schneider, M., & Brunner, M. (2013). Self-concept in Hutchison, A., Beschorner, B., & Schmidt- adolescence: A longitudinal study on reciprocal Abdul Razak, A., & Connolly, T. (2013). Using Crawford, D. (2012). Exploring the use of the effects of self-perceptions in academic and social games-based learning: How it influences the iPad for literacy learning. The Reading Teacher, domains. Journal of Adolescence, 36, 1165-1175. learning experience and outcomes of primary 66(1), 15-23. school children. International Journal of Shulman, L. (1986). Those who understand: Emerging Technologies in Learning (iJET), 8. Koehler, M., & Mishra, P. (2008). Introducing knowledge growth in teaching. Educational Special Issue: EDUCON 2014, pp. 47-54. TPACK. In AACTE Committee on Innovation Researcher, 15(2), 4-14. & Technology (Eds.), Handbook of technological Beavis, C., Muspratt, S., & Thompson, R. pedagogical content knowledge for educators Shulman, L. (1987). Knowledge and teaching: (2015). ‘Computer games can get your brain (pp.3-29). New York: Routledge. foundations of the new reform. Harvard working’: student experience and perceptions Educational Review, 57(1), 1-22. of digital games in the classroom. Learning, Kulik, C., & Kulik, J. (1991). Effectiveness of Media and Technology, 40 (1), 21-42. DOI: computer-based instruction: an update analysis. Slavin, R. (1994). Quality, appropriateness, 10.1080/17439884.2014.904339 Computers in Human Behaviour, 7(1-2), 75-94. incentive, and time: A model of instructional effectiveness. International Journal of Chen, H., Chiang, C., & Lin, W. (2013). Kulik, J. (2003). Effects of using instructional Educational Research, 21, 141-157. Learning effects of interactive whiteboard technology in elementary and secondary pedagogy for students in Taiwan from the schools. Reading Research Quarterly, 48(3), Slavin, R. (2009). Educational Psychology: perspective of multiple intelligences. Journal 277-299. Theory into practice (9th Ed.). Boston: Allyn & of Educational Computing Research, 49(2), Bacon. 173-187. Langenkamp, A.G. (2010). Academic vulnerability and resilience during the transition Slavin, R., Lake, C., Davis, S., & Madden, Cheung, A., & Slavin, R. (2012). The to high school: the role of social relationships N. (2011). Effective programs for struggling effectiveness of educational technology for and district context. Sociology of Education, readers: A best evidence synthesis. Educational enhancing reading achievement: a meta analysis. 83(1), 1-19. Research Review, 6(1), 1-26. DOI:10.1016/j. Best Evidence Encyclopedia. John Hopkins edurev.2010.07.002 University School of Education’s Centre Lansford, J.E., Killeya-Jones, L.A., Miller, S., & for Data-Driven Reform in Education. US Costanzo, P.R. (2009). Early adolescents’ social Steinberg, L. (2006). Cognitive and affective Department of Education. standing in peer groups: Behavioural correlates development in adolescence. Trends in Cognitive of stability and change. Journal of Youth Sciences, 9(2), 69-74. Cheung, A., & Slavin, R. (2013). Effects of Adolescence, 38, 1084-1095. educational technology applications on reading Svihla, V., Reeve, R., Sagy, O., & Kali, Y. outcomes for struggling readers: A best- Lawson, M., & Lawson, H. (2013). New (2015). A fingerprint patterns of supports for evidence synthesis. Reading Research Quarterly, conceptual frameworks for student engagement teachers’ designing of technology and enhanced 48 (3), 277-299. research, policy and practice. Review of learning. Instructional Science, 43: 283-307. Educational Research, 83(3), 432-479. DOI: 10.1007/s11251-014-9342-5 Cook-Sather, A. (2014). The trajectory of student voice in educational research. New Livingstone, S. (2012). Critical reflections Voogt, J. (2010). Teacher factors associated with Zealand Journal of Educational Studies, 49(2), on the benefits of ICT in education. Oxford innovative curriculum goals and pedagogical 131-148. Review of Education, 38(1), 9-24. practices: differences between extensive and non-extensive ICT-using science teachers. De Koster, S., Kuipert, E., & Volmant, M. Mangen, A., Walgermo, B., & Bronnick, Journal of Computer Assisted Learning, 26, (2012). Concept-guided development of ICT K. (2013). Reading linear texts on paper 453-464. use in ‘traditional’ and ‘innovative’ primary versus computer screen: effects on reading schools: what types of ICT use do schools comprehension. International Journal of Wang, M., Brinkworth, M., & Eccles, J. develop? Journal of Computer Assisted Learning, Educational Research, 58, 61-68. (2012). Moderating effects of teacher-student 28, 454-464. relationships in adolescent trajectories of Mansfield, K. (2014). How listening to emotional and behavioural adjustment. Dockter, J., Haug, D., & Lewis, C. (2010). student voice informs and strengthens social Developmental Psychology, 49(4), 690-705. Redefining rigor: Critical engagement, digital justice research and practice. Educational media, and the new English/Language Arts. Administration Quarterly, 50(3), 392-430. Wright, N. (2010). E-Learning and Journal of Adolescent and Adult Literacy, 53, New Zealand schools: a literature review. 418-420. Mishra, P., & Koehler, M. (2006). Commissioned report. Wellington: Ministry of Technological pedagogical content knowledge: Education. ISBN: 978-0-478-34263-5. Ertmer, P., & Ottenbreit-Leftwich, A. (2010). a framework for integrating technology in Teacher technology change: how knowledge, teacher knowledge. Teachers College Record, confidence, beliefs, and culture intersect. 108(6), 1017-1054. Journal of Research on Technology in Education, Table 1: Observational extracts from Year 42 (3), 255-284. Nagal, M. (2010). The middle years learner’s 4 technology and non-technology teacher brain. In D. Pendergast, & N. Bahrs, (Eds.), instructional time Gibbs, R., & Poskitt, J. (2010). Student Teaching Middle Years: Rethinking curriculum, engagement in the middle years of schooling pedagogy and assessment (pp.86-100). Crows Table 2: Observational extracts from Year (Years 7-10): A literature review. New Zealand; Nest Australia: Allen & Unwin. 5/6 technology and non-technology teacher Ministry of Education. instructional time Poskitt, J. (2015). Consulting young people Freddano, M., & Paolo, D. (2012). The role of in the middle years in New Zealand. In Table 3: Student (Year 7/8) views about impact ICT to raise students’ achievement in Italian Groundwater-Smith, S., & Mockler, N. of iPad use on learning technical and professional schools. Problems of (Eds.) Big fish, little fish: Teaching and learning st Education in the 21 Century, 49, 15-26. in the middle years. (pp.77-94). Melbourne: Cambridge University Press. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content Pierson, M. (2001). Technology integration knowledge and learning activity types: practice as a function of pedagogical expertise. curriculum-based technology integration Journal of Research on Computing in Education, reframed. Journal of Research on Technology in 33, 13-429.

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Our data shows that in Years 3-12, Safe pathway: Bullying and experiencing difficulties in 43% of students (47% of girls concentrating. The proportion of What can 91,369 young and 40% of boys) have good or The pattern of face to face bullying students who stay fit or report that high levels of resilience. However, is a steady decline in the proportion they eat healthily declines across the there is a steady drop from 59% of students reporting having been school years. of students who report good or bullied in the past year from 25% people tell us about excellent levels in primary school to in Years 3-4, 22 % in Years 5-6, Healthy pathway: Hope 27% by Years 11-12. 19% in years 7-8,18% in Years 9-10 and 11% in Years 11-12. If learned helplessness is a key Safe pathway Conversely, the rate of online predictor of the likelihood of resilience? bullying makes a rise from 4% in depression, “learned hopefulness” To live in a home where at least one Years 3-4, is an antidote. While most students parent or caring adult loves you, are hopeful and can anticipate Andrew Fuller & Andrew Wicking cares for you and listens to you 5 % in Years 5-6, 8% by Years 7-8, good things and plan ways to get is a gift that lasts a lifetime. The 10% in years 9-10 and declines in the things they want, about 8 % majority of students measured by Year 11-12 to 8%. of students have very low levels of our survey feel safe at home and at hope. Creating safe, healthy Healthy and Fulfilling pathways. How to assess resilience school. Healthy pathway: Mind health Making these pathways possible Fulfilling pathway: Learning and fulfilling lives Resilient Youth Australia has for young people helps them However, there is a pattern of The percentages of girls and boys developed a 99 question, Resilience is the ability of a young to create positive relationships disconnection and disengagement. reporting having good or excellent The percentages of students who online Resilience Survey, which person to draw upon the strengths which supports their academic Feeling encouraged by school sits levels of positive relationships in feel positively engaged in school incorporates a series of reliable, within themselves and around them success, constructive leadership at around 86% in primary school their lives is relatively steady. The varies across the years: valid, gold standard measures, to flexibly respond to life while and problem solving skills, while and then falls to 77% in Years 7-8 percentage of students reporting principally: the Developmental remaining true to who they are and protecting them against mental before falling again in Years 9-10 that they have two or more groups Boys Girls Assets Profile, the General Health creating positive relationships with health problems, substance to 68%. Feeling encouraged rises of friends remains steady with two Years 3-4 83% 92% Questionnaire, and the Children’s others. The more resilience a young abuse, the persistent experience again in Years 11-12 to 72% but notable low points: Years 3-4 and Years 5-6 82% 92% Hope Scale. person has the more likely they are of depression and anxiety and not as much as we’d like. Generally, Years 7-8 indicating the need for Years 7-8 71% 79% to have a safe, healthy and fulfilling involvement in destructive boys feel less encouraged than girls. diversifying friendship groups, Used in over 600 communities Years 9-10 63% 70% life – something we all want for our extremist groups. and broadening social connections around Australia, as well as Years 11-12 65% 72% young people. Connection to adults also varies especially at these times. internationally, Resilient Youth In the paper to follow we will markedly over the school years with Australia has administered the The transition away from primary The approach of Resilient Youth present in summary the latest 25 % of Years 3-4 students saying Across all year levels, boys exhibit Resilience Survey to 91,369 young school is a negative jolt, especially Australia is to build resilience by results of the Resilience Survey, they cannot identify an adult in lower levels of social skills than Australians in Years 3-12, 44,536 for girls. working intentionally through incorporating analysis with a special their lives who listens to them. girls. The presence of social skills is girls and 46,833 boys, as of April three Resilience Pathways: the Safe, focus on the key transition periods This decreases to 13% in Years 5-6 a powerful protective factor against 25th 2016. Fulfilling Pathway: Values for Australian school students. before rising again in Years 7-8 to relationship problems and alcohol 32% and 39% on years 9-10 and and drug use problems. There is a series of positive values by Years 11-12 rises again to 41%. of students that we should be Indications show that the capitalising on. These remain fairly percentage of students reporting Safe Pathway: Belonging steady across the school years. To serious psychological problems give you a flavour of the picture Our sense of belonging is the again increases: let’s present Years 9-10. most powerful antidote we have Boys Girls to suicide, violence and to drug Most students have positive abuse. The sense of belonging at Years 3-4 13% 12% values, are engaged in school, are school is strong in the primary Years 5-6 13% 14% motivated to learn, are connected years with girls having a stronger Years 7-8 13% 20% to the adults in their lives and feel sense of belonging than boys. Over Years 9-10 15% 26% safe at home and at school. The the secondary/ high school years Years 11-12 18% 28% strength of relationships between it drifts so much so that by Years students and their teachers frays This appears related to losing sleep 11-12, 23% of girls and 26% of and lessens in secondary/ high due to worry (especially for girls), boys, have a low sense of school school and with than comes belonging. not getting at least eight hours sleep

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a slowing of momentum. The optimise them; students engage • Utilising feedback relationships students form with from disciplinary processes. The student-led businesses and percentage of students with positive when they experience success. • How to practice well one another and with teachers. The manager’s role is to oversee the initiatives. This would help build values are: A resilient brain program might resilience survey indicates that the process and to have the final positive identity through living • Creativity involve: current structure of school does not say in the event of professional values in action. Boys Girls • Decision-making strengthen connection. disagreements about student Values diversity 82% 90% i. teachers, parents, grandparents, • Problem solving management. Successful teachers This is the time to shift the balance carers and students in sessions • Persistence. To capitalise on the enormous of adolescents base their work on of learning away from classrooms Endorses non- building concentration, opportunities of this age range, we relationships rather than power. towards real-life immersive, violent ways of 66% 79% solving problems creativity, learning and memory Secondly, develop social skills and need to consider more powerfully Teachers need to “own” their own experiential challenge based skills. personal identity through ‘students implementing the research findings classrooms so they can develop learning. A number of areas can Have a sense of create the future projects’. These on effective middle schooling, contribute to this: purpose 68% 60% ii. actively building creativity support and routines, implement essentially fewer subject areas and imagination through are student led/adult supported guided practice and create a visually Stand up for what and fewer but more connected • Robotics 67% 67% exploration of intriguing ideas projects-for-change, where teams interesting, engaging and safe they believe in relationships. • Coding and phenomenon in the world. of students take on a social issue learning environment. Think it is and create a movement for change • Commerce skills important to help 79% 83% iii. emphasising the essential in their school, town, community The central intention of managing Years 9 and 10 • Forensics others ingredients of brain power- or world for one week. Make behavioural incidents should always • Drama sleep, healthy eating, movement sure students at this stage are be “how can we help this student Year 10 is when the lowest levels of Implications of this and exercise. empowered and that their voice is to be a happy engaged learner”. resilience occur. It coincides with • Community arts research for building iv. reducing the emphasis on heard. This means that relationships and increased feelings of alienation and • Analysis of local business resilience homework and replacing it with forgiveness are at the heart of disconnection. While the origins • Students create the future investigations, math quests, Thirdly, develop an emphasis on effective student management not of this low point may occur earlier projects. experiential learning especially in rules and consequences. One way through not establishing close This research points to different reading for fun and research. • Virtual technologies to do this is to create pods. positive relationships or having a strategies and needs at different Science, Mathematics and English. v. developing ideas through This requires additional training sense of success at school, Year 10 • E-publications stages of schooling. conversations. for teaching staff in theatre sports A pod is a group of three teachers is the pinch point. If we can make It is also highly desirable that and literacy methods, hands- who between them care for the a difference in Years 9-10 we will Years 3 and 4 Years 5 and 6 parents see themselves as powerful on mathematics-blocks, dice, learning and emotional needs of a substantially improve resilience. participants in their teens’ school dominoes, shopping and practical group of students as well as being Two main priorities seem apparent Years 5 and 6 are a great time to success and brain development. science experiments. the main link point for family By Years 9 and 10 we have a group at this transition period. Firstly, consolidate resilience. The relative Assisting parents to learn about to focus on the development of liaison in high schools. Ideally, the of students who feel disengaged study strategies, the teen brain and turbulence of Years 3 and 4 is Years 7 and 8 three teachers continue with the from school and are relatively positive relationships. Broadening past and transition is yet to occur. how to maintain motivation would and deepening friendships will same group of students throughout impervious to classroom-based be valuable. Students are overwhelmingly By Years 7 and 8 too many students their time at the school. interventions. This means that increase the sense of connectedness positive, engaged and raring to go and belonging to school. By feel disconnected, disengaged while building resilience curricula Finally, students’ brains grow and we need to capitalise on that Most students will be able to relate practicing how to create, maintain and alienated. They have great should still be implemented, it will quickly when they are challenged to momentum. to all three teachers. Some students and repair friendships we can capabilities but too many of them only go so far. be curious and creative. Challenges however are unable to hear mixed build values, social competencies, don’t apply them at school. This also build dopamine, the Firstly, build learning engagement news (praise as well as suggestions) Increasing the knowledge of Year 9 emotional intelligence and protect represents a major opportunity foundation of motivation. One of through resilient brain programs from the one person. For these and10 students about creating and against violence, drug abuse and lost. This is a time of maximal the best ways to accomplish this is that help students and parents neuroplasticity but despite the students we split the roles of the maintaining positive relationships bullying. understand how their brains work to involve young people in projects great surge in cognitive ability, the pod into: should be considered. This should that make a difference in the world. and the skills that build academic engagement seen in Years 5-6 slows be based on the characteristics of This would also require schools success. Specifically build skills in: Manager to employ relationship-based and lessens, positive connection successful relationships - trust, Years 11 and 12 weakens and achievement levels in forgiveness, integrity, hope and approaches to behavioural incidents • Memory where there is an emphasis on numeracy and literacy languish. compassion. Building resilience in Years 11-12 is • Concentration forgiveness and the maintenance of Students need to learn about about managing organisation and • Note making how to capitalise on the increased Boundary Rider Advocate For students in Years 9 and 10 time; stress; energy; and aftercare. attachment. • Visual representations cognitive capacity of their brains. it appears to be the ideal time The boundary rider’s job is to Secondly, the introduction of a to incorporate opportunities Organisation and Time • Using graphic organisers put consequences in place. The resilient brain programs in Years One of the doorways to for students in creating the • Identifying similarities and advocate’s role is to engage and 3 and 4 to help students to learn engagement for this age group future and building the skills Compassionate individual differences support the student and to remove about their brains and how to is the strength of positive of entrepreneurialism through mentoring and coaching of themselves whenever possible,

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students so they achieve milestones school belonging may be at risk in Andrew Fuller can be contacted at and maintain motivation is helpful. the year after school. The resilience www.andrewfuller.com.au The frame that needs to be firmly survey indicates that 16% of girls where free downloads are but caringly established is that and 8 % of boys have high levels available. Andrew’s most recent successful completion of Years of school belonging. Linking these book is “Unlocking Your Child’s 11 and 12 is a journey. There is students with post-school mentors, Genius”(Finch, 2015) a systematic way of doing it well past students or people in local If you are interested in enquiring and as teachers we will help you to industry could be considered. about the Resilience Survey, please follow that system. Parents need to contact: be educated about the process of Conclusion successfully completing Years 11 Dr. Andrew Wicking, and 12. Resilience is about young people General Manager reaching their potential. Given Phone: +61 400 113 945 Stress the considerable amount of time, personnel and financial resources Email: andrew.w@resilientyouth. org.au Incorporating anxiety reduction employed to increase student methods into these years is wellbeing in the school setting, it On Facebook like “Resilient Youth essential. 52% of students is imperative that we begin with Australia”: knowledge of the strengths and feel under strain. Mindfulness facebook.com/ vulnerabilities of our cohort. approaches are useful for some ResilientYouthAustralia but more active forms of anxiety reduction need to be practiced. We Assessing the resilience levels of To stay in touch with the latest need to manage expectations and our students from year levels 3 developments in neuroscience and catastrophic thinking. As part of through to 12, with sensitivity to education “like” the Facebook page the process of Years 11-12, “take their school and developmental on “The Learning Brain” and for care of yourself” times need to transitions, enables the design and developments on resilience the scheduled. Developing s series of evaluation of positive, targeted, Facebook page “Life: A Guide”. video clips of students who have intentional resilience building coped well in Years 11-12 would be actions. valuable. “Treat people as if they were what they Energy ought to be and you help them become what they are capable of being”. The results of the resilience survey - Johann W van Goethe show that many students are sleep deprived, social media dependent, eating poorly and not exercising or looking after themselves. In short, a recipe for fatigue and sadness. As well as educating parents and students about how to maintain energy, we would like to suggest that each student nominates two “guardian angels” one in school, one out of school who check in with the student and also can contact the student welfare coordinator if they feel concerned.

Aftercare

We know from previous research that students with high levels of

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camps, but the reality is that community organisations that Kobe’s story most activities are expensive; with specialise in the delivery of extra- Investing in Australian extracurricular fees being thousands curricular services to young Kobe (Year 7) was losing control of dollars on top of standard fees in adolescents. The rest of this article of many aspects of his life. The the independent school sector, and interweaves discussion of the Unlimited program helped him get unlikely to be fully funded in the developmental characteristics of back on track. Here is his story: youth: A community public school sector. young adolescents (Caskey & http://vitalprojex.com/programs- Anfara, 2014) with the activities no-limits-and-unlimited/unlimited- A generation ago most of a non-profit community grade-school-values-program/. communities in Australia organisation called Kobe’s experience raises questions, boasted a range of sporting clubs V.I.T.A.L. ProJeX’ especially how a short program organisation that makes – especially team codes – and like Unlimited could have had http://www.vitalprojex.com/. popular youth movements such such a powerful impact. The short as boy scouts and girl guides. The Values integrated answer is that Unlimited created emphasis was on participation and an environment Kobe was able to a difference inclusion, and fees were nominal. through action-based relate to, accept and take ownership Most community organisations learning of, thus enabling him to find fresh were run by an informal army self-belief. The longer answer is that Tony Dowden (University of Southern Queensland) V.I.T.A.L. (Values Integrated of volunteers. But nowadays the aims and purposes of Unlimited Through Action-based Learning) extracurricular activities are much align with the developmental needs Mark Drager (VITAL ProJex) ProJeX – hereafter referred to as more difficult to run. Organisations of young people. VITAL ProJex – is a non-profit are routinely faced with large community organisation based overheads relating to insurance Young adolescence in South East Queensland that is Introduction roots movement driven by parents, that young people respond to. and licencing, while others dedicated to helping young people educators and community members Unfortunately, many teachers do struggle to find new volunteers. As young people – aged Society has long recognised that realise their personal potential by who are dissatisfied with traditional not know about the developmental Activities are increasingly expensive approximately 10-15 – successfully raising the next exploring their developing morals, approaches to primary and needs of young adolescents, nor do and in competition with virtual negotiate their way through the generation takes more than parental values and ethics. One of VITAL secondary schooling. While many they know how to design programs activities online. The advent of developmental stage of young commitment alone. An African ProJex’s programs, ‘Unlimited’, young adolescents enjoy school and that young people will respond to. professionalism means that many, adolescence they face two major proverb, the source unknown, specifically targets young people have positive experiences, many The reality is that the quality of if not all, sports clubs are oriented life upheavals: firstly, when their says it takes ‘a whole village to aged 10-14, especially those at risk more have unhappy experiences. teacher education for the middle more towards developing elite biological timetable for puberty raise a child’. The Jesuit maxim of of prematurely exiting schooling Research convincingly shows that years in Australia is patchy. A players than promoting mass abruptly commences, and secondly, ‘give me a child of seven and I’ll due to disengagement, suspension disengagement, alienation and few universities in Australia have participation, and few individuals when they make the transition show you the man’, attributed to or expulsion. boredom with schooling peaks in excellent middle level courses run are willing to work without pay. from primary to secondary Saint Francis Xavier in the 16th the middle years (Middle Years by expert teaching staff, but most schooling. Many young people also century, suggests it has been long of Schooling Association, 2008). teacher education programs have Current trends are creating new face other personal upheavals such understood that formal education Young adolescents are generally an inadequate focus on preparing opportunities for highly focused shapes children and young people. interested in real-life experiences teachers for the middle years of and authentic contexts for learning, schooling (Pendergast & Bahr, One of the triumphs of Australian but often much less enthusiastic 2010). education is that we have grasped about traditional academic subjects, the importance of high quality especially when lessons have little early childhood education and Harnessing local or no relevance to their interests or have taken serious steps towards concerns. community organisations providing universal access to Community organisations have education in the early years and A key focus of reform in the the potential to play an important ensuring all early childhood middle years of schooling is to role in the education and personal teachers receive specialised training. help upper primary and junior development of young people. In contrast, the report card on how secondary teachers to recognise School communities in Australia we educate young adolescents (10- and understand the developmental well understand the value of 15 years old) is a mixed bag. needs of young adolescents and, extra-curricular activities for young therefore, design interesting Reform of the middle years of adolescents, such as participating and engaging learning activities schooling (Years 5-9) is a grass- in organised sports or over-night

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as family relocations that necessitate At the commencement of each social, emotional and intellectual and social values which shape them themselves, curb erratic behaviour did I do? How did I feel? What a changes of school, modifications new Unlimited training session, domains, but according to as adults. They become increasingly relating to self-consciousness could I do better? How did I help in their family structure due to the facilitators and participants personal timetables that may be aware they are a unique individual and pitch in to help their team. or encourage others? How did they failed relationships, and significant collaboratively establish ground significantly different to others. with particular gifts and talents Learning to work is a team is an help or encourage me? Was I aware issues relating to poverty or poor rules (referred to as ‘principles’) This can lead to introspection and an emerging adult personality. especially important life skill for of the feelings of others? How did health. Young people also become to guide individual behaviour. and moodiness that might be Yet young people are fragile. Social individuals who tend to be lone the team do? Did I like being in the increasingly aware that their peer Young people need the security of sparked by careless remarks when maturation is generally slower than rangers and are unrealistic or team? How did we measure success? group is divided by invisible fault- boundaries but freedom to exercise individuals are feeling vulnerable. physical and intellectual maturation unreasonable in their expectations How could the team improve? lines that include gender, sexual a modicum of responsibility. They Indeed, preoccupation with body and this is typically expressed of others. Team discussion along the lines of identity, ethnicity, immigrant/ tend to test the limits of acceptable image and self-consciousness can by egotistical and less socially what makes a true friend or what refugee status, religious belief and behaviour. Girls will often test prompt some adolescents to avoid acceptable behaviour such as In one activity in the Unlimited makes individuals feel sad, angry socio-economic status. adults as a group in incremental physical activity. VITAL ProJex overreacting emotionally, ridiculing program, a group of participants is or embarrassed is also likely to be steps, whereas boys tend to operate addresses these issues by dividing others or being easily embarrassed. presented with a problem-solving fruitful. Today’s young people live in an on an individual basis and test participants in Unlimited programs When young adolescents lack activity that involves the group urbanised, globalised and digitally adults in increasingly brazen ways into small and same-sex groups sufficient family and community crossing an imaginary crocodile- Conclusion connected world that is radically that, in some contexts, are closely during training sessions. Although support they can rapidly lose infested river via a limited number different to the teen-age world their related to gaining status within young people learn by doing and their ability to cope with life of stepping stones. Successful Despite rapid advances in digital parents and teachers experienced. their peer group. Research supports socially, they also think in ways that circumstances. completion of the activity requires technologies, it still takes a whole They are exposed to trillions of the notion that young adolescents become progressively more abstract high level communication and community to raise a child. unedited adult messages received usually act as well or as poorly as and reflective. By following up Dee’s story extensive physical interaction, Community organisations can work 24/7 in a kaleidoscope of seductive they are expected to act. Unlimited problem-solving activities with an including preventing each other alongside the formal education images and sound-bites about assumes that when participants opportunity to debrief and reflect Dee (12 years old) migrated from from falling into the water. system to help nurture and educate a panoply of issues including: are treated with respect and adults on personal behaviour, students the South Pacific nation of Samoa Participants quickly learn when young people. In Queensland, friendship, love, sex, marriage, set high expectations, there is little are able to identify how they have to Sydney. She missed her mother they need to rely on their peers and VITAL ProJex has positioned beauty, fashion, music, diet, they cannot accomplish. grown, and can continue to grow, and felt alienated at school. She when they should offer assistance itself to perform a key role in this exercise, obesity, alcohol, drugs, in terms of their morals, values and soon found herself sucked into a and encouragement to their peers. process by catalysing personal violence, terrorism, suicide, divorce, A maximum number of ten ethics. negative spiral of violence. The This activity helps participants, ethical formation and enabling loneliness, spirituality and saving participants in each Unlimited Unlimited program (then referred who as young adolescents are still young people to overcome barriers the planet. Yet, despite easy access program helps participants to Values development to as ‘No Limits’) provided the emerging from childhood egotism, to becoming productive citizens in to digital connectivity, some young get to know each other quickly. catalyst that helped her to make to move their focus from self to Australian society. people are not well connected to Research supports the view that Young people develop their values the spectacular move from being others. All benefit from the shared their local communities. young adolescents learn best by in the middle years. Within a a bully to someone who cared for experience and positive feedback participating in hands-on activities few short years they move from others. Here is her story: from each other. Young people References Unlimited program in small groups. Early activities in an unquestioning acceptance http://vimeo.com/59965958. develop positive self-esteem and each Unlimited program provide of the values of their parents/ Like all young adolescents Dee personal confidence when they Caskey, M., & Anfara, V. (2014). The Unlimited program, which is Developmental characteristics of young opportunities for participants to guardian and other significant desperately needed to affiliate with successfully complete challenging adolescents. targeted at 10-14 year olds, aims to: learn to respect and trust each adults to developing their own and belong to a group and, once activities but experiencing success Retrieved from personal values. Young people this need was met and she was http://www.amle.org/BrowsebyTopic/ • Help participants understand other. In addition, facilitators are as a team is especially desirable for Research/ResDet/TabId/198/ArtMID/696/ that personal potential is trained to work with participants are often idealistic and only just enabled to reflect on her behaviour, young adolescents because it creates ArticleID/455/Developmental- essentially unlimited; in ways that are trust-building, starting to perceive grey shades she drew from the values embedded powerful bonds and strengthens Characteristics-of-Young-Adolescents.aspx • Create safe learning contexts sympathetic, needs-aware, and within appearances of black and within her communal Samoan their sense of affiliation and Middle Years of Schooling Association. white. They need opportunities culture and commenced to care for (2008). MYSA position paper: Middle where participants develop relatively power neutral. It is crucial belonging to a group. schooling people, practices and places. respect for self and others; that the context for social learning to consider and justify different her peers. Brisbane, QLD: Author. is supportive; thus the Unlimited options as well as experiencing Team reflection Retrieved from • Help participants discover the http://www.adolescentsuccess.org.au/wp- importance of appropriate learning environment must avoid the consequences of some of Team building content/uploads/2012/10/MYSA-Position- behaviour via action-based undue criticism, humiliation or these options. Challenging group Group activities in the Unlimited Paper.pdf learning; sarcasm, and be free of shame, guilt activities and guided personal Young adolescents need high- program are always challenging and Pendergast, D., & Bahr, N. (2010). • Empower participants to or anti-social behaviour. reflection are effective learning quality social interactions with capitalise on young adolescents’ Teaching middle years: Rethinking other people. They also need to curriculum, pedagogy and assessment (2nd make healthy life decisions by experiences for exploring fairness, increasing intellectual capacity and ed.). Crows Nest, NSW: Allen & Unwin. accepting personal responsibility During young adolescence the justice and equity. gain experience making decisions their growing ability to apply moral for their actions; and ever-present reality is that every and accepting responsibility for reasoning. Reflective debriefing on • Encourage participants to person is adjusting to profound Young adolescents progressively these decisions. Team work helps activities is very important. Typical discover enhanced meaning and personal changes in the physical, develop a sense of self and personal young people to look beyond questions might include: What purpose to their lives.

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We also fortuitously had an and conclusions (displayed on a impact of deforestation, the aluminium geodesic dome! The monitor during the exhibition), extent of human impact on the Casebrook Intermediate dome was developed and made to information posters used to environment, and understanding by a team of 12 Year 8 children highlight specific facts and the our carbon footprint. They with their Technology/Maths design process, for use on the decided that the best way to share teacher Paul Cook as a Cantamath display boards. their understanding and educate School at the School display in 2015. Cantamath is a others in our community was to Canterbury provincial competition The whole process was an authentic present their work through a slide of reasoning and mathematical learning experience from research show which was incorporated knowledge combined with a display and construction to installation for into our garden area and played competition of mathematical our students. They were engaged continuously throughout the Gardens Show 2016 and enthusiastic about each stage. models. We assembled the dome competition. in situ and our students earned The teamwork required to assemble Paul Cook & Lauren Dick McCann an Excellence Award in the whole the dome drew unsolicited positive The research group had highlighted class category. Later this year comments from many other that water is an increasingly the completed dome, tables and exhibitors. Comments about the precious resource as our climate “This project has changed the way I The garden show is held annually Casebrook Intermediate School hydroponic unit will be assembled way that the children interacted – is warming and sea levels are look at things around me.” and this was its second year has an organic vegetable garden at Casebrook Intermediate School mentioning respectful language, rising. As a result of greenhouse A Year 8 Casebrook Intermediate (though our first time to exhibit). established 10 years ago and is as a productive glasshouse. cooperation and a quiet productive gases our seasons will change and Student. Its purpose is to encourage currently organised by Health and manner - came from several consequently the way in which Christchurch schools and students Technology teacher Lauren Dick- The New Zealand Curriculum has sources. we grow food in the future will be The School Gardens Show was to develop a richer and more McCann. With produce grown 5 key competencies at the core affected. an exhibition by 12 schools from comprehensive knowledge of the on site regularly incorporated into of education in the New Zealand Casebrook Intermediate’s effort March 11-13th 2016. Sponsored gardener’s world. Developing the recipes developed at the schools classroom- was focused using three teams The plant-growing group (of 15 by Oderings Garden Centres and of talented and determined students) was curious about how an intellectual understanding, own kitchen/classroom. Using this Thinking. in partnership with the Canterbury combined with the joy of creating wealth of background knowledge children. One group of 12 children climate change will impact on us Horticultural Society it was held at and watching a garden develop and resources was an excellent Relating to others. researched the causes and effects locally and wondered how it will of climate change and the actions change the way we grow food the Woolston Club on Hargood St, through the seasons, until the tasty springboard for the display. Using language symbols and texts. Christchurch. fruition of harvest. we can take to support our in Canterbury. They researched Managing self. environment. Students initially different ways of using less water brainstormed all that they knew to maintain production in an Participating and contributing. and understood, quickly realising increasingly warmer and drier ‘People use these competencies to they had many questions around climate. These questions generated live, learn, work and contribute global warming, humans’ impact many forms of student outcomes. as active members of their on climate change and what could communities. More complex than be done about it. We enlisted They experimented making mini skills, the competencies draw also the help of a recent University glasshouses and trialling self- on knowledge, attitude, and values of Canterbury Health Science watering systems for growing food in ways that lead to action. They graduate Laura Christensen. Laura’s quickly using less water. Others are not separate or stand-alone. thesis had been focused on how grew a wide variety of vegetables, They are the key to learning in edible gardens can impact health. herbs and fruit for our display every learning area.’ (The New She was able to provide a deeper garden. Some from seed collected Zealand Curriculum, 2007). understanding of the issues relating from last years garden and cuttings, to climate change and challenged others grown from purchased Thinking skills and problem the students to “think globally and seedlings. Some children created solving relate readily to the act locally.” planter bags that sewn by Fabric construction design, gardening Technology students. These were for displays, and finding ways to The student research group designed to grow vegetables in and communicate learning. These took up this challenge and in constructed from a fabric that will were all developed into a rich, pairs researched an area that allow them to be reused for several diverse and educative display. interested them. They chose a growth cycles. From recorded commentary by the variety of topics ranging from students to explain their findings the importance of trees and the Food Technology students

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researched the uses and nutritional in a multi-purpose schoolroom geodesic dome. With all these This was an intense immersive value of the fruit, vegetables and so that the necessary tables and different parts to the display it experience for all the students herbs being grown and preserved hydroponic unit could be designed certainly had the teachers (Lauren and the teachers involved. The some of the produce from our and fitted. Using coloured chalk Dick-Mccann and Paul Cook) exhibition is timed for the end school garden for display in the to draw on the carpet, they were racing around at times. the Christchurch summer but is exhibit. These students also created able to resolve what layout would only about six weeks after school leaf-imprinted concrete pavers best suit the circular space. Once Setting up the display was done starts for the year. This required and bowls as a symbolic reminder sizes were clarified the next task was over two days with a representative a great deal of flexibility to the to us to take action now and to to create a small marquette of the sample of the children that had school timetable, occupying all act sustainably so as to ensure our framing for the tables. This stage developed different aspects of the the timetabled time (and many environment is not remembered was guided by their technology garden. This was a big logistical lunchtimes) other than the core only as fossilised stone. teacher helping to identify the event, with trailers and many of Technology lessons taught over layout that would be the simplest journeys to the display and back. this period. The nearly 40 children Finally to give structure to the to construct and most effective The display drew amazingly involved (more than 20% of our display a group of 10 Hard to support for the slatted table positive comments with most Year 8 students) have contributed Materials Technology students top. The hydroponic unit was people surprised at the level of in many diverse ways, but all have made curved wooden worktables based on designs found on the achievement for Intermediate spoken of how excited they were to and a hydroponic unit for water internet, modified to suit the size aged children and Casebrook be involved and of the extension to efficient growing of plants (growing indicated by our chalk layout, what Intermediate School’s effort was their own skills and experiences this hydroponically uses only 10% of products were available, and were recognised by the judges with a project has empowered them with. the water needed for an in ground workable by the students. All of Silver Award. The opportunity to contribute to garden). This team started by these elements were housed within their school environment is one assembling the geodesic dome the framework of our aluminium that our students consistently cherish. That’s participation plus!

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that anything was possible and that As way of final submission, each about their work that received they would support students in student launched her final product the most comments. Many spoke Capable and caring their endeavours. They committed to an audience whose members confidently for 10 minutes and to saying ‘Yes, that’s possible’, as had a specific interest in the topic. thoughtfully answered candid opposed to ‘No, I don’t think so’ Many of these audience members questions from the audience, a feat adolescents: It’s time they and encouraged students to think were sourced from the wider that would terrify most high school outside the box. The result was community and hold positions of students. students who had the confidence responsibility within organisations to take risks. There was a clear and businesses. The authenticity The students’ work was highly were celebrated message that the product was far of this arrangement motivated the individualised and, as mentioned, less important than the individual’s students to achieve well beyond covered a diverse range of interests. Emma Hopkins (Mount St Benedict College) learning experience. It is also expectations. The products were Here is a sample of some of the noteworthy that this approach well-considered and executed; MYChoice projects. facilitated differentiation and however it was how eloquently and allowed the project to cater for passionately the students spoke Alicia’s interest in helping people the specific needs of individual with special needs saw her develop Sadly, I have often been party to developed to maximise engagement For example, Alicia explained, students. three therapy routines specifically adults either criticising or worrying and was designed around four “Helping people with special needs about our middle school students. key elements. Firstly, students has always been a passion of mine, In both cases, the emphasis seems undertook personal reflection and this was the perfect opportunity to be on the range of desirable which encouraged them to think for me to pursue this, but also make a qualities our students lack. What deeply about what they felt huge difference in others’ lives.” I don’t hear as often is adults passionate about. This approach In response to her passion, her discussing the capabilities of meant the project was immediately driving question for the MYChoice middle school students. In this interesting to each individual project was - How can I help article I’d like to recount my student. Furthermore it validated improve the overall wellbeing of school’s experience of an inaugural the student by acknowledging special needs children through program in which the remarkable her interests as important and interactive and engaging activities? attributes of our year 7 students worthwhile. The range of topics were recognised, fostered and that ensued was astonishing: from Thirdly, the students embraced applauded. sport and cooking, to disabilities the role of designer. Each student and mental health; from animal had the responsibility to develop a In 2015, Mount St Benedict cruelty and social justice, to art product which met her individual College, an independent Catholic and education. It was immediately design brief, while managing the girls’ school in Sydney’s north-west, apparent that teenagers today are design process along the way. launched MYBennies, an integrated unfairly tarred when painted as Students had approximately 21 subject for year 7 students. both apathetic and narcissistic. lessons (of 52 minutes each) for this The 21st century skills became These students were neither. undertaking. One year 7 student the framework for this course, Within a week, both the students commented, “…this might sound supported by a multi-disciplinary and teachers were abuzz with great, only being limited to your approach to the curriculum, which anticipation. imagination… [but] generating an also incorporated the pastoral and idea, creating your own task and mission outcomes of the college. Secondly, students considered getting all the preparation done as Through the course of the year, the how their individual passions well is all hard work…” students participated in four units, could be harnessed to fill a real GANTT Charts and Progress Logs each one increasingly encouraging need or provide an opportunity in are examples of some of the tools the student to challenge herself and modern society. This empowered customised to support the students. accept more responsibility for her the students with the notion that learning. they could make a difference. After Furthermore, a notable shift in undertaking preliminary research, the teachers’ approaches occurred For the final unit, the students they developed an individualised as they too embraced a new role. undertook a culminating project, driving question to best direct their As mentors, teachers took a back titled MYChoice. This project was efforts for the rest of the project. seat, all the while assuring students

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designed for children with cerebral two ideas on a Pinterest board… awareness as well as funds. Georgia palsy. Alicia organised to present [which] is a relevant site for my organised a collaborative cake stall her product to the support unit peers.” One of Mikaela’s focuses was in which her year 7 peers provided in a local primary school. She “Unscrunch Your Paper”, a call to cake mixes and in an afternoon, commented, “It was one of the action. Her vision was that young made light work baking hundreds most amazing experiences to see the artists stop worrying about other of cupcakes. Staff at the college children’s faces light up as they had peoples’ opinions of their work, were impressed not only by her fun, but also strengthen their muscles, embrace their passion and recognise passion, but also her organisation and to see that what I had done. I their unique contributions. Mikaela skills and commitment to seeing actually did make a big difference…” recognised the possibility of her the project to fruition. She raised MYChoice project as stimulating a over $700 which will make a real Jasmine’s MYChoice project began movement as people both followed difference to the child and his with a curiosity about a Good and liked her Pinterest page. She family, to whom it was donated. Samaritan Kinder school in the was excited it see what the future Philippines. Upon learning about held. In conclusion, MYChoice is a the nature and extent of poverty culminating unit which, in its in the Philippines, she contacted Ciara described her Project School inaugural year, allowed year 7 relevant individuals, all of whom Box as “simple but effective”. She students to demonstrate their were adults in significant roles, explained how it… aims to build progress in the attainment of 21st and successfully organised for the foundation for girl’s education. century skills via the integrated a laptop to be donated to the … it is basically an old recycled shoe MYBennies course. Its design school. Jasmine’s sense of social box that you do not use anymore, you provides an enriching and authentic justice has been ignited and she will then fill it up with stationary learning experience that reinforces hopes her project has provided a and school supplies that you would the message that our middle framework for future donations. [normally] put in a pencil case. The school students can be passionate She commented “I am definitely school box will then be wrapped up learners who are capable of planning on continuing my progress and sent to an oppressed country meeting challenges and exceeding by donating in the future and and essentially … give the chance to expectations. MYChoice is not throughout my years at Bennies learn. Ciara’s project demonstrated about the products the students and I am also planning to go the a genuine understanding of design; rather it’s about fostering Philippines in year 11.” sustainability and active global a sense of worth, connectedness citizenship, themes that had been and empowerment, all of which For her MYChoice project, Mikaela explored extensively in the previous will serve students well beyond the identified her passion as art and unit, titled “Window to the middle years. recognised poor self-esteem in World”. teens as an area of concern. “This motivated me to find a way to help Georgia’s focus of MYChoice was a them, using simple materials and no little know condition called Cru di specific artistic skills. I combined these Chat Syndrome. She sought to raise

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are a very strong component of our our staff to implement, Positive aspects in order to better support Wellbeing Program and one that we Psychology/PERMA. As a school, our girls. Secondly, parents also Finding time to recognise are continually developing. As Scott we are privileged to have staff required and benefited from some commented, ‘In both Year 5 and who are so willing to share their training and support. Finally, we 7 Faith and Life students learn to expertise and run staff professional also needed to make time – time for the importance of wellbeing identify both their own and others development sessions. the program to exist and dedicated Signature Strengths. Signature planning time for teachers to ensure Strengths are the individual Last year Collegiate held the the program could come together composition of strengths that each inaugural ‘Time and Space’ Year – this scarce resource is often one in the middle years person has, usually the top five 7 Father/Daughter evening and of the hardest things to find. Our evident strengths, comprised from the ‘Time and Space’, Year 8 program is a still work in progress, Mother/Daughter evening. Bill Debra Williamson (Head of Middle School) twenty-four Character Strengths but we are well on the way to identified in Positive Psychology Jennings, the creator of the improving the Wellbeing of our as common to history’s major program, conducted these evenings. girls in their middle years. religions and cultures. They include Bill has been developing these At St Michael’s Collegiate Middle the context of a curriculum— aspects relating to Wellbeing; the strengths of curiosity, love of intergenerational programs for School, an all-girl Independent that supports the developing self.’ however, these appeared to be learning, perseverance, spirituality, young people and their parents or School in Hobart, our Middle (Prentis, 2016) isolated lessons rather than being courage, fairness, social intelligence mentors since 1997. Bill developed References School is the daily home for cohesively linked. As a team, we and gratitude. Evidence confirms them to give people ‘time and Jennings, B. (2016). Time and Space. students in Years 5-8. A significant Our current daily structure of a decided to link concepts being that utilising one’s own unique space’ for parents and their children Retrieved from: http://www.time-space. focus has developed around timetabled 30-minute time slot taught in Health classes and Faith combination of Signature Strengths to share important moments com.au/ Wellbeing helping support girls every day is designed to create and Life lessons to form our own and identifying and affirming together in a school community Maslow, A., & Lowery, R. (Ed.). (1998). in building resilience in a range space in an already overcrowded Wellbeing/Pastoral sessions. Now, the Signature Strengths of others setting. They become special and Toward a Psychology of Being (3rd ed.). New York: Wiley & Sons. of areas. These areas include how curriculum for Pastoral/Wellbeing, when the Health class is focusing leads to increased life satisfaction, powerful nights for the girls as to accept failure, how to manage assembly, Chapel and House on mental health issues our pastoral stronger relationships and higher they witness their fathers/mothers Moran, K. (2015) Anxiety in the classroom: Implications for Middle school teachers. friendships as they change during time. This targeted time begins teachers also cover mental health levels of accomplishment’. discussing the importance of their Middle School Journal, October, 27–32. these important years, anxiety, and immediately after lunch with the issues, such as anxiety, depression, role and the girls experience their Tuesday session dedicated to embed Osbourne, S. (2015). How to deal with self parental pressures to be involved in eating disorders and the increasing There are many different and highly fathers/mothers discussing what it harm. Independent Education, 1(45), 20-21. many co-curricular activities and a Wellbeing/Pastoral Program. incidence in girls of self-harming. regarded Wellbeing Programs means to them to be a dad/mother Guest speakers are often timetabled Peterson, C., & Seligman, M. E. P. (2004). yet still be academically successful Self-harm is a very difficult area and staff at Collegiate are using (or mentor). These young women Character strengths and virtues: A handbook to name a few. The teaching staff to come in to focus on particular to deal with as discussed in the aspects of these as resources in are given an insight into how and classification. New York: Oxford involved were being reactive rather topics. Here, for example, we have article, How to Deal with Self order to build their Wellbeing fathers/mothers handle the ‘letting University Press than proactive, so we analysed invited cyber bullying specialists to Harm, written by Sue Osborne, Program. We have staff across go’ process as they start to forge Prentis, P, (2016). Anxiety in the speak with our girls on being cyber Classroom—Another learning disability? how to make curriculum changes journalist for the Independent the school who form part of our some independence. These evenings AMLE (Association for Middle Level to cater for these pressures. We safe and Brainstorm Production Education Journal. She discusses Wellbeing team including our are now an integral component to Education). responded to the research, which annually present their show, how self-harm can be contagious Retrieved 20 March, 2016 from: Chaplain, Scott Sargent, Simon our Wellbeing Program. 2016http://www.amle.org/BrowsebyTopic/ strongly suggests that schools need also dealing with cyber bullying. in peer groups, which means that Bennett, Co-ordinator of Religion WhatsNew/WNDet/TabId/270/ to be catering for the wellbeing of We have chosen not to use a dealing with this in an open forum and Philosophy, our school There have been three key learnings ArtMID/888/ArticleID/579/Anxiety-in- the-Classroom%E2%80%94Another- students in order for learning to commercial wellbeing program, as is more likely to encourage rather Psychologist, the Pastoral Contacts after reflection on our Wellbeing Learning-Disability.aspx take place. Paula Prentis, a social the stand-alone programs do not than discourage self-harm. Staff and me, as Head of the Middle Programs. Firstly, staff require Seligman, M. (2011). Flourish. worker specialising in child and seem to cater for the diverse and were given articles to read and we School. Simon is also supporting professional development in varied New York: Free Press. adolescent health, says that: ever changing challenges facing invited our counsellors to speak young women of today. Instead, with staff on how to recognise the ‘Teachers are on the front lines we aim to select from a range of signs when a student is harming wondering how to help as they programs to form an eclectic mix as and how to support the individual see firsthand the consequences in required. student along with monitoring the both cognitive and psychological peer group. decline. As anxiety levels increase, In developing such a program, executive functions diminish and the Middle School teaching team Our Chaplin, Scott Sargent, as IQ levels drop. As such, anxiety met to review what was already part of our Faith and Life program is, indeed, a learning disability. being taught or provided around works with our girls on ‘Signature Anxiety is less likely to flourish Wellbeing. As a result, we found Strengths’ (Peterson & Seligman, in an environment—and within teachers were covering many 2004). These ‘Signature Strengths’

34 Adolescent Success – Volume 16 – Number 1 – May 2016 – www.adolescentsuccess.org.au Adolescent Success – Volume 16 – Number 1 – May 2016 – www.adolescentsuccess.org.au 35 The Waverley Table system configured for group work

Focus on Schools Focus on Schools

A traditional school embarks on a new journey

The Waverley Table system configured for group work Round Table with writeable surface paired with Quarter Circle Ottomans and Freeville Table System in the foreground John Chalvatsis, Head of Middle came across Furnware at education was able to engage with teachers School at the established Ipswich conferences. John could see the and students and establish what Grammar School, had a vision ideas and learning opportunities was important for them to achieve to create an innovative learning flexible furniture could create with these new spaces. From here, environment whereby “the teachers and in sharing this vision with he was able to design an innovative could maximise every possible leadership members, teachers and solution to meet the needs of all learning space”. students, he elicited an immediate John’s stakeholders. positive response. John was looking for an Matt was clear about why environment that would see The project’s success can be this project was such a success students “writing on whiteboards, attributed to the collaborative for Ipswich Grammar; “John windows and tables”. These spaces approach John took with all the key approached the project looking also had to be comfortable and stakeholders, including Furnware. for a partner to work with. With colourful to encourage engagement John notes, “Furnware were terrific an open mind and a very clear set and flexibility to move. And finally, in assisting with any enquiries, of goals about how these learning The Waverley Table system configured for working in small groups the space had to “include furniture colour schemes and ideas from the spaces would work John and his that suits every shape and size of various schools they have worked team have achieved a great result.” Teachers move freely around the classroom as needed the student”. with.” As for John’s thoughts on the spaces It was during an International Local Furnware representative now; “Wow, what a difference – Boys School Coalition conference Matt Diener met with John on the boys surveyed indicated that in New Zealand in 2009 that numerous occasions to discuss his 96% like the new rooms and 89% John first came across Furnware. vision for teaching and learning. believe it will help them to improve In subsequent years he regularly It was during these visits that he their studies.”

Before the upgrade, spaces were tired and uninspiring

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Book Review

Frances E. Jensen (2015) ‘The teenage brain.’

ISBN: 9780062067845, New York: Harper Collins Reviewed by David Wilcox

‘There has been, over the past contexts of today’s teacher, parent The Teenage Brain is a great decade, a veritable explosion of or youth worker. resource to be read cover to cover research and understanding into the or to be picked at smorgasboard- unique makeup of the developing Each chapter explores the style. This is an excellent resource adolescent brain. Educators development of the adolescent for any person who works have access to many articles on brain within the context of a with adolescents and desires to the topic, from the simplistic to specific element of a teen’s life, be better understand their unique those so loaded with neurological that the impact of the neurological developmental needs. terminology that they become quite changes on learning through to the inaccessible. effects on brain development from About the author things like drug use, stress or the In The Teenage Brain, however, ‘digital invasion’. In clear terms, David Wilcox author Frances Jensen manages Jensen seeks to “truly understand Christian Outreach College to effectively blend cutting edge why teenagers are moody, Toowoomba research with her neuroscience impulsive, and bored; why they background and filter it all through act out, talk back, and don’t pay the moderating lens of a mother’s attention; why drugs and alcohol personal experiences. The result is are so dangerous for them; and why a book which tackles the insights they make poor decisions…” gained from extensive neurological research and puts them into the Being both meaty and anecdotal,

38 Adolescent Success – Volume 16 – Number 1 – May 2016 – www.adolescentsuccess.org.au Adolescent Success – Volume 16 – Number 1 – May 2016 – www.adolescentsuccess.org.au 39 Information for Contributors Adolescent Success welcomes submissions for journal inclusion that reflect the aims of the Association and address issues relevant to the middle years of schooling. Possible topics include: the developmental needs and interests of young adolescents; family and community partnerships; varied approaches to teaching and learning integrated curriculum; authentic assessment; school leadership and organisational structures in the middle years; information and communication technologies and resources in the middle years; research findings and future developments in the middle years.

Contributions may take separate title page that contains poetry etc must be accompanied the form of: the title, the names of all by copyright release forms, authors, their contact addresses, which are available on the • academic and research email addresses, and telephone website or from the editor. papers that make an original and facsimile numbers. The • If the material has been contribution of an empirical or names of the authors should not published elsewhere, details theoretical nature appear on the rest of the paper. must be included on the author’s • literature reviews • An abstract of no more than 200 agreement form. • papers of a practical or applied words must accompany each • The Middle Years of Schooling nature refereed article. Association Inc holds copyright • reports • All references should be placed for articles published in the • viewpoints at the end of text using APA (6th Australian Journal of Middle • book reviews edition). For example: Schooling, excluding those Contributions Journal article previously published elsewhere. • The journal has two levels Rumble, P., & Aspland, T. • It is the right of the editor of acceptance of papers for (2010). The four tributes model to make minor editorial publication: refereed and non of the middle school teacher. amendments without refereed. Refereed papers will Australian Journal of Middle consultation. have two referees selected from Schooling, 10(1), 4–15. • Upon acceptance of relevant fields of study by the contributions for publication, Book editor. Papers must clearly the contributors will be advised Social indicate if they wish to be Bandura, A. (1986). of the likely issue and date of foundations of thought and action considered for refereed status. . publication. A complimentary Refereed articles will be included New Jersey: Prentice Hall. copy of the journal in which the in a specific section of the article appears will be sent to Chapter in edited book journal. contributors. Ajsen, I. (1985). From intentions • Contributions shall be submitted to actions: a theory of planned Address for electronically via email to the behaviour. In J. Kuhl & J. communication: MYSA email address, or on CD, Beckman (Eds), Action control. as a Microsoft Word document. The Editor From cognition to behaviour (pp. Articles must be double-spaced, Australian Journal of Middle 11–40). Berlin: Springer-Verlag. without the use of styles, 12 Schooling point font Times New Roman. • Footnotes are not to be used. Adolescent Success Inc The submitted article and CD • Figures and diagrams should PO Box 2175 become the property of MYSA. be professionally prepared and TOOWONG Q 4066 • All contributors need to submitted in a form suitable complete an Author’s agreement for reproduction, indicating form to be submitted with the preferred placement. article. • Photographs should be • Papers should be between 700 submitted separately (not and 5000 words in length. included within the text). All • Each article should have a student photographs, art work,

40 Adolescent Success – Volume 16 – Number 1 – May 2016 – www.adolescentsuccess.org.au Adolescent Success Adolescent Success PO Box 2175 Toowong Q 4066 ISSN: 14452928