Article Credit: Posted by Mind Shift and tweeted by PBS Teachers @pbsteachers on August 29, 2016
From the article: "Prior to the 1960s, scientists thought children who spoke more than one language had a handicap for learning because they had to spend too much time distinguishing between languages. With more modern brain imaging technology, researchers can now see how multilingualism actually strengthens the brain. People who speak more than one language have a higher density of gray matter that contains most of the brains neurons and synapses.
Scientists are also beginning to distinguish between young children who grow up learning and speaking two languages as compared to those who learn a second language in adulthood. Children use both hemispheres of the brain to acquire language, which means they often grasp the emotional implications of language more deeply. In contrast, adults who learned a second language tend to approach problems presented to them in that language in a more rational, detached way. Scientists hypothesize that it's because adults often acquire language through the left hemisphere of the brain.
Learn more about the fascinating brain research around multilingualism from this TED-Ed video and the accompanying lesson plans. Many classrooms are filled with students who speak more than one language and they should know that ability is a great strength."
By Dr. Heather Tracy, Ed.D.
The 21st Century has brought with it amazing advances in technology and artificial intelligence. Many philosophers and analysts have asserted that society has changed more rapidly in the past 20 years than in multiple centuries before it. With an ever-networked globalized society and instantaneous diffusion of information accessible to more and more people, how could this not affect human development? How do our youth adapt and adjust to such significant and rapid changes?
Education became a formalized institution to help prepare people to get jobs and become workers. But we no longer live in the Industrialized Revolution era. Social analysts believe many of these skills that are still being taught in formalized education are becoming less important if not obsolete. With Google at our fingertips, who needs to memorize the battles of the Civil War? Or formulas for math equations? Or diagrams of the nervous system? We can just look them up!
What we do need is the ability to know what our goal is, to map a plan to reach the goal, to know where to find and filter reliable sources, to be open to dialoguing differing perspectives, to discern fact from fiction, to synthesize information in a systematic way to analyze complex problems, and to be creative, innovative, and persistent in finding possible solutions - both for our own personal lives as well as for our professional and academic endeavors.
This is why Supportive Immersion theory proposes the PROPS skills as a guide for building 21st Century skills for integrative growth and the “self-generating function.” The self-generating function is all about being able to be a lifelong learner who is an active agent generating solutions for complex and novel problems in our rapidly changing society.
The PROPS stand for:
SIGA believes that education has a duty to help our youth build these PROPS skills. SIGA also believes that youth learn best when problems are relevant, timely, and a part of our experience. Our curriculum, activities, and relationships are all geared towards modeling PROPS skills and guiding students to empathically connect, collaboratively empower and immerse in novel experiences that stimulate learning and growth. The PROPS skills will prepare SIGA graduates to be active agents in their own lives and the world around them.
by Elissa Nadworny, published on May 15, 2018 on PBS / NPR "Mind Shift"
This post is just a little reminder for us to take into consideration the importance of students "owning" their learning - not just the learning about content areas that national standards deem important, but also about the content areas that are inherently important developmentally on a day to day basis in any student's life. SIGA's "Immersive Citizenship" course incorporates psychology, sociology and wisdom from interdisciplinary studies. IC is incorporated into all four years of the SIGA curriculum in order to help students gain deeper understanding of themselves, their relationships, their communities, and the world at large.
Two quotes sum up the point of the article and the reasons that SIGA developed an Immersive Citizenship class:
by Dr. Heather Tracy, Ed.D.
How did SIGA emerge?
SI Global Academy was born of a desire to provide a well-rounded, holistic education that high schoolers really need to prepare them for today’s rapidly changing world. We know that the skills needed for 21st Century learning and success are not being taught in traditional, Industrial Age educational settings... and we know that students are the ones paying the consequences.
Many students today are bright, competent, curious and certainly capable, and yet traditional educational models are leaving our youth bored, frustrated, and overwhelmed without many options for their future and without the skills needed to succeed in our rapidly changing world. We know the difference that an intentional residential culture, a holistic educational approach, supportive mentoring relationships, and rich experiential opportunities can make in the lives of passionate, bright youth and their families. We believe in bringing these opportunities and experiences to our students to show first-hand what education SHOULD be in the 21st Century rather than what it has been for the past century.
Psychologist Dr. Danny Recio, PhD, and educator and psychologist Dr. Heather Tracy, EdD, began integrating their dissertation work and experiential work with youth to articulate the Supportive Immersion model of education and growth. After analyzing societal trends that informed shifting “skill sets” needed for successful adulthood in the “Information Age” as well as various theories on the matter, Dr. Recio and Dr. Tracy formulated the PROPS skills as the ultimate goal to nurture a “self-generating function” for life-long learning and integrative growth. Instead of a deficit-based model, the PROPS outlined the strengths-based skills that move us away from “fixing” deficits to recognizing and validating the ongoing and integrative complexity of what it means to be human on a life-long journey of productive citizenship, growth and development. The goal is to build awareness of this process so that as youth enter into “adulthood,” they show increasing awareness of and ownership of their own growth processes and how to continue to move forward (siga!) without as much structure and support.
The Supportive Immersion model outlines an approach to support youth in their growth process by facilitating:
Supportive Immersion and the PROPS do not exist in a vacuum. We have stood on the shoulders of giants and explored many theories and content areas from an interdisciplinary perspective to synthesize main concepts in a way that applies to and integrated view of what education and psychology can provide for adolescents and emerging young adults.
Why is SIGA needed?
It can be scary to read about the risks that youth encounter today in their relationships, identity development, mental health and pressure to be perfect and “successful” in today’s highly competitive - and sometimes unforgiving - world. Social media and technology connect humans in useful, efficient ways never before imagined, and yet social media and technology also expose us in ways we cannot often escape. Frankly, it’s not fair; and yet, our youth are perfectly competent to take on the challenge.
The difference is that while society and its tools and innovations have evolved rapidly in the 21st century, our educational systems have not. In an attempt to collect “data” to help students clarify their successes and areas of need, standardized testing and curricula have instead filtered out the holistic opportunities that contribute to the fundamental needs of youth to grow into healthy and responsible friends, partners, citizens, employees, entrepreneurs, artists and innovators. In an educational system that highly valued standardized data, where were the unique human beings inside that data who wanted to be seen, heard, understood, and nurtured to become their best selves? When value and “success” was reduced to numbers and scores, was there room for complexity, innovation, creativity and nurturing of individual talents? Given the rising concern with mental health issues in even the most “traditional” students, we certainly felt compelled to do something.
Our vision for SIGA students
From our own research and that of many giants who stood before us,
by Dr. Heather Tracy, Ed.D.
I came across this report and had to post it. Why? Because this just further validates why a high school like SIGA is needed and why it will be so beneficial its students development. For almost 2 decades now, our educational systems have been focusing on test scores and GPAs. Students have been forced to compete for numbers. The result of that (and a lot of other cultural changes in our society) has not been what people had hoped. Instead of kids being clearer on what they needed to do to "achieve," we've reduced kids to numbers and data and neglected the very characteristics and tools that they will need not to get INTO college but rather to be successful IN college and AFTER college - not just as professionals, but as human beings, parents, friends, partners, and authentically confident, resilient, caring human beings.
SIGA is dedicated to not reducing our students to numbers, rankings, and college "acceptances." Our students will achieve in all of those areas, but we will not validate them based on those standards. SIGA will let our students be human again - not judged by a perfect profile on social media or the highest test score, but rather active agents in their own lives, artists crafting better worlds, and resilient, confident youth who accept themselves whether or not a college admissions committee (who does not even know them) accepts them. SIGA will do - as this report suggests... (see below)
Foundations for Young Adult Success: A Developmental Framework (University of Chicago)
"It characterizes the experiences and relationships youth need to develop into young adults who have agency, an integrated identity, and the requisite competencies to successfully meet the complex challenges of young adulthood and become thriving, contributing members of their communities."
Jenny Nagaoka, Camille A. Farrington, Stacy B. Ehrlich, and Ryan D. Heath with David W. Johnson, Sarah Dickson, Ashley Cureton Turner, Ashley Mayo, and Kathleen Hayes. (June 2015). Foundations for Young Adult Success: A Developmental Framework. Executive Summary. The University of Chicago Consortium on Chicago School Research. pp.9. https://consortium.uchicago.edu/sites/default/files/publications/Exec_Summary_YAS_Framework.pdf
Multiple contributors will be posting on our blog to keep you posted on the development of SIGA!