Adolescents
Adolescence is the transitional time between childhood and young adulthood. They undergo rapid changes physically, emotionally, socially, and intellectually.
Adolescent development will expand cognitive capacity in terms of abstract and conceptual thinking, intellectual reasoning and reflection will develop, and become more critical of problems and views on their surroundings. Among all this, they are more capable of developing evaluations of their own learning. Thus, metacognition is developing.
They can think strategically about own thinking as they set goals, plan, problem solve, and monitor their learning progress, and evaluate the effectiveness of their thinking direction. When thinking direction is geared towards a goal, motivation is assumed to be related through metacognition. How can they relate?
Metacognition in adolescents develop self-motivation and direction towards own learning. However, not always the case, as adolescents are more likely to get discouraged when they fail.
Adolescent development will expand cognitive capacity in terms of abstract and conceptual thinking, intellectual reasoning and reflection will develop, and become more critical of problems and views on their surroundings. Among all this, they are more capable of developing evaluations of their own learning. Thus, metacognition is developing.
They can think strategically about own thinking as they set goals, plan, problem solve, and monitor their learning progress, and evaluate the effectiveness of their thinking direction. When thinking direction is geared towards a goal, motivation is assumed to be related through metacognition. How can they relate?
Metacognition in adolescents develop self-motivation and direction towards own learning. However, not always the case, as adolescents are more likely to get discouraged when they fail.
Adolescent Development Tendencies
Personal - Anxious for developmental normality - Easily angered, slow to recover - Push for independence, autonomy - Easily discouraged if do not achieve Social - Can be indifferent to adult figures - Concerned with self- presentation to peers - Strive to conform for peer acceptance Intellectual - Have diverse knowledge, interests, abilities - Can see relationships among similar concepts, ideas, and experiences - Capable of inferential thinking, reasoning - Capable of critical evaluation, extended focus - Reflective, metacognitive, self-motivated |
Implications for Learning
Learning Needs - Climate of acceptance, tolerance - Emotional safety, guidance - Choice, responsibility, accountability - Appropriate challenge, relative success Learning Needs - Opportunity to interact with knowledgeable adults in collaborative projects - Emphasis on cooperation, inclusiveness, group contribution - Structured, positive students interaction Learning Needs - Opportunities to develop range of skill and to pursue variety of content areas - Complex subject matter, relevant issues - Higher-level, analytical questioning - Time and opportunity for critical thinking - Self-evaluation, choice |
After reading this chart one adolescent developmental tendencies and their learning needs, as teachers, we get a better idea of how to approach these students learning needs through their personal, social, and intellectual lives.
Adolescence is a time where metacognition is most prevalent and can grow most effectively. This is where we, as educators, can acknowledge and take advantage of their new developments and hone in on their intelligence and motivation.
Adolescence is a time where metacognition is most prevalent and can grow most effectively. This is where we, as educators, can acknowledge and take advantage of their new developments and hone in on their intelligence and motivation.