Double-Entry Journal - The Junior Learner

1) Reflect on what you know about the junior age student and complete the left-hand side of the
double-entry Journal.

Pre-Task Writing:
Activate Prior Knowledge

Physical
Growth

Social
Growth

Students are able to sit and pay attention for

longer periods of time. They are very
kinaesthetic and enjoy a wide variety of activities
that are hands on, meaningful and realistic to
them and their life. Students enjoy choice in
activities and having a range of activities and
manipulatives available to them.
In terms of physical development, each student is
growing and developing at a different rate,
making them very sensitive and needing positive
energy and positive, confidence boosting
encouragement.
The junior student is now becoming an individual
with opinions, identity, emotions and ideas of
their very own. They are becoming interesting
individuals, much less ego-centric and more a
tune to the feelings and thoughts of others. They
are developing a less black and white view of
right and wrong and are learning how to reason
and defend their opinions and thoughts. Socially,
things become more complicated as different peer
groups begin to form, and students begin to seek
acceptance from others. As their interests
expand, pressures become greater. Students
excel in tasks that allow them to have choice and
that provide opportunities for them to work on a
topic that is of interest to and relevant to them.

Post-task writing:
Ideas from the Course

Noting the difference in growth between males

and females
The affects of puberty
Coordination in respect to both motor skills and
athletic abilities
Competitiveness and how that affects the
students socially
Creating positive body image

Peer pressure
Creating social circles and having a best friend
The idea of cool
The affects of puberty on emotions
Less reliant on parents to make decisions and to
form opinions
A growing understanding of informal rules
more interests

Cognitive
Growth

Students begin to identify problems and various

ways in which they can solve them. They are
access prior knowledge, and focus on a task for
longer periods of time. Students begin to see
themselves as readers and writers and begin
tackling tasks at a higher, more creative level.

Greater attention span

Having choice
Growing interests/interest geared tasks
Students have the ability to self assess
(importance of learning goals and success
criteria)
Problem solvers
Hands on, active learning

2) At the end of Module 1, complete the right-hand side by making reference to the activities you have
completed so far. Then add a paragraph at the end of the Journal explaining your greatest insight
about students at this level.
My greatest insight about learners at this level is how diverse it is. Yes, we can make generally
statements about what occurs in these 3 years of development, but it all happens to each and every
student in a different way. Not to mention, the lack of discussion about home life. Obviously, this has
nothing to do with the development, and learning about the development will help teachers help their
students, but no home life is perfect, and it does have a large affect on students and their learning. For
example, we talked a lot about students and their relationships with peers, and peer pressure, but what
about the impact and pressure that comes from home? Or maybe the lack of pressure or support?
As well, it is easy to see the widening gap of ability in the junior classroom. This is a big challenge in the
inclusive classroom. Creating an environment that supports all of our learners and that meets the needs
and abilities of every student. Cognitively, not just physically are students developing, and this change
also opens the door to social issues surrounding pressures and insecurities. How can we support all
learners at the junior level? How can we ensure that no one is left out or feeling left behind?