1. Developmental Standards: A Presentation by Megan Bilbo For Educational Psychology 251

2. Standard 1: The Development of Adolescents and Young Adults. The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning. The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning.

3. Components, principles, and theories of adolescent and young adult development: 4 categories of identity development: 4 categories of identity development: –Identity diffusion: not exploring/no commitments –Identity foreclosure: not exploring/commitment made –Moratorium: exploring/no commitments –Identity achievement: exploring/commitment made Even though these stages of identity exist, a person is never permanently in a group. Even though these stages of identity exist, a person is never permanently in a group. Therefore, we can say that identity development may begin in adolescence, but will continue for much of a person’s life. Therefore, we can say that identity development may begin in adolescence, but will continue for much of a person’s life.

4. Components, principles, and theories of adolescent and young adult development: Identity development is both a mental and social process. Identity development is both a mental and social process. School, family, peer, and cultural relationships can affect identity development. School, family, peer, and cultural relationships can affect identity development. Identity formation impacts much of an adolescent’s social, physical, and cognitive growth and affects behavior and achievement in school. Identity formation impacts much of an adolescent’s social, physical, and cognitive growth and affects behavior and achievement in school.

5. Impact on teaching: Do not judge students Do not judge students Give opportunities to learn about other topics Give opportunities to learn about other topics –Give choices so they can begin to make educated choices and aids in identity formation Be careful of what topics you touch on Be careful of what topics you touch on –Evolution vs. God

6. Understands the individual differences among adolescents and young adults and the influence of these differences on their behavior and learning. No two people are the same. No two people are the same. Psychosocial development milestones: Psychosocial development milestones: –Identity formation –Autonomy –Intimacy –Sexuality –Achievement –Problems

7. Understands the individual differences among adolescents and young adults and the influence of these differences on their behavior and learning. Identity formation Identity formation Autonomy Autonomy –High autonomy = students do better in class Intimacy Intimacy –Can cause class disruptions and/or behavior problems –Cooperative learning is more productive because of the relationships Sexuality Sexuality –Peer pressure to conform; Confusion –Secular trend Problems Problems –Anxiety, eating disorders, depression, drugs/alcohol

8. Impact on Teaching: Alter teaching methods for individual needs Alter teaching methods for individual needs –Cooperative learning –Reciprocal learning Be mindful of extracurricular activities Be mindful of extracurricular activities Be aware in sudden drops in grades or consistent behavioral problems Be aware in sudden drops in grades or consistent behavioral problems Arrange seating chart to make it possible for students to interact with others not in their group. Arrange seating chart to make it possible for students to interact with others not in their group.

9. Knows how to create learning activities that take into consideration the developmental characteristics of adolescents and youth. Vygotsky’s Sociocultural Approach: Vygotsky’s Sociocultural Approach: –Culture determines skills –Individuals learn thru social interactions Piaget’s Stages of Learning: Piaget’s Stages of Learning: –Formal Operations: 11 + –Hypothetical-deductive reasoning –Schemas- organized systems of actions/thoughts Cognitive development Cognitive development –Improved throughout adolescence: –Process information faster –Greater memory span –Metacognition

10. Impacts on Teaching: Adolescents become more argumentative because now they use logic for debate (hypothetical-deductive reasoning) Adolescents become more argumentative because now they use logic for debate (hypothetical-deductive reasoning) Innovate new activities to challenge Innovate new activities to challenge Cooperative learning, reciprocal teaching, learning from others Cooperative learning, reciprocal teaching, learning from others Provide hands-on activities and discussions Provide hands-on activities and discussions

11. Standard 2: Decision Making The teacher of adolescents and young adults understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.

12. Is aware of societal issues that influence the decisions made by adolescents and young adults. Modernization has lead to greater age- segregation, resulting in more time spent with peer groups for the adolescent. Modernization has lead to greater age- segregation, resulting in more time spent with peer groups for the adolescent. Cliques- small groups composed of individuals that share common activities or friendships Cliques- small groups composed of individuals that share common activities or friendships –Provide main social context for adolescents to interact Crowds provide an identification for adolescents, even if all members do not consider themselves friends. Crowds provide an identification for adolescents, even if all members do not consider themselves friends.

13. Is aware of societal issues that influence the decisions made by adolescents and young adults. Popular vs. Rejected Popular vs. Rejected –Popular: higher levels of sociability/lower levels of aggression –Rejected: display antisocial and aggressive behaviors; lack positive social skills –Neglected: less sociability, have few positive social interactions Crowds and cliques increase peer pressure and affect the decisions that adolescents make. Crowds and cliques increase peer pressure and affect the decisions that adolescents make.

14. Impacts on Teaching: Be mindful of seating chart Be mindful of seating chart Provide students with community and extra curricular activity information Provide students with community and extra curricular activity information –Explore other opportunities Provide students with decision-making skills Provide students with decision-making skills –Through in-class activities

15. Understands the complexity of diverse family structures and the role the family plays in an adolescent and young adult’s healthy development. Interdependence- the balance between adolescent development and family cohesion. Interdependence- the balance between adolescent development and family cohesion. Emotional autonomy Emotional autonomy Communication and conflict resolution Communication and conflict resolution –What they learn at home they bring to school Personal conflicts affect school behaviors Personal conflicts affect school behaviors

16. Understands the complexity of diverse family structures and the role the family plays in an adolescent and young adult’s healthy development. Divorce, gay marriages, time away from children all affect school community Divorce, gay marriages, time away from children all affect school community Families who have two working parents may not be there fore the educational and/or emotional needs of adolecents. Families who have two working parents may not be there fore the educational and/or emotional needs of adolecents.

17. Impacts on Teaching: Encourage and display good communication skills Encourage and display good communication skills Emulate good conflict resolution skills Emulate good conflict resolution skills Support and help students Support and help students

18. Standard 6: The Home-School Connection The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult. The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.

19. Understands the diversity of family structures among adolescents and young adults and the implications of diversity. Diversities: Diversities: –Divorce –Gay marriages –Conflicts with work Impacts on the student: Impacts on the student: –Less motivation –Authority/negligence may carry over to school

20. Impacts on Teaching: After-school help After-school help Keep in close contact with families Keep in close contact with families Be mindful of behavioral/emotional problems Be mindful of behavioral/emotional problems Direct students to counsel Direct students to counsel

21. Understands the impact of the relationship of home life to the academic and personal success of the student Bolwby’s attachment theory: Bolwby’s attachment theory: –Secure base –Rooted in evolution- innate attachment –Internal working model for attachment- mental representation of the self Secure adolescents: Secure adolescents: –Adjust better –Have better social skills –Have better cognitive skills

22. Impacts on Teaching: Ethnographical studies Ethnographical studies Alter instructional practices Alter instructional practices –To help students learn cooperative learning and social skills Do homework in class so that they have help completing their lessons Do homework in class so that they have help completing their lessons

23. Understands that a student’s success in school is influenced by that student’s family involvement in the educational process. Baumrind: Baumrind: –Responsiveness- attentive, warm –Demandingness- set firm rules and expect mature behavior Parenting styles: Parenting styles: –Authoritarian- high demandingness/low responsiveness –Authoritative- high responsiveness/high demandingness –Permissive- low demandingness/high responsiveness –Rejecting/neglecting- low responsiveness/low demandingness

24. Impacts on Teaching: Make help available for students Make help available for students Maintain an authoritarian style of teaching Maintain an authoritarian style of teaching –High demands –High response to needs

25. Questions? Questions?