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Elementary versus Adolescent Learners

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Abby Janis

on 24 February 2011

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Transcript of Elementary versus Adolescent Learners

Adolescent Learner Physical: bodily changes (i.e. weight gain, skeletal growth), improved gross and fine motor skills, improper nutrition, hormonal, brain development. Intellectual: increased ability of people to understand and reason, high curiosity, develop abstract thought process, understand metaphors, begin to make sense of the world around them. Emotional: seek a sense of individuality, self-discovery, and lack of self-esteem, sensitive to criticism. Social: develop mature interactions, desire to belong
to a group, experiment with various behaviors that test limits. Moral/ethical: ability to make principled choices, analytical thought, aware of flaws in others, begins to develop adult-like judgments. Elementary Learner
Physical- growth patterns may be different for
boys and girls, inherent need to move. Intellectual- attention span increasing, curiosity, usage of new language and reasoning skills, pre-occupied with thoughts of development, understand challenging concepts. Emotional- less egocentric, independence, discouraged
easily, need for success, struggle to find identity, competitive. Social- seek attention and approval, form cohesive social groups and exclude peers, choose behaviors to avoid censure. Moral- standards of right and wrong beginning
to develop. Communication Disorder SLD less severe learning disabilities often go undetected until secondary school.
academic demands and expectations bring about independence.
inappropriate social skills foster undesirable peer relationships and discipline problems. ADHD students lack the ability to self-regulate.
students cannot focus on the task at hand. vs. Mild Mental Retardation experience academic difficulty because tasks are beyond their level.
struggle with memory retention.
difficulty working independently. Emotional Disability difficulty maintaining social relationships.
social skills are affected.
difficulty applying language in social and academic settings; difficulty reading.
occur with other disabilities.
poor judgement What does this mean for teachers? accommodations and differentiation should be applied to every lesson.
vary task levels; offering higher-leveled tasks for more intellectual thinkers.
provide background information and resources.
verbal/silent particpation opportunities.
foster cooperation among students.
always supply encouragement.
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