Developmental Domains Ages 11-14

Cognitive

Social-emotional

Physical

Moral

theorists

Skinner

Piaget

Bandura

Maslow

Bruner

Erikson

Gardner

Vygotsky

Dewey

Bloom

Montessori

Kohlberg

Needs, attributes, Characteristics

multiple intelligences

NEEDS: emotional support, stability, inclusive learning environments, appropriate content, modeling behavior

ATTRIBUTES: identity crises, struggling with what is right

humans have many ways of processing information

verbal, logical, kinesthetic, visual, etc

Behaviorism

positive reinforcement, negative reinforcement

behavior conditioning

spiral curriculum

age appropriate content

content revisted

ZPD: the best learning occurs between too easy and too hard

i + 1 difficulty

Bloom's taxonomy

remember, understand, apply, analyze, evaluate, create

knowledge taxonomy: factual, conceptual, procedural, metacognitive

hierarchy of needs

students have basic needs that need to be attended to before they can successfully learn

physiological needs (food, water, warmth, rest), safety needs (security, safety), belongingness and love needs (intimate relationships, friends), esteem needs (prestige and feeling of accomplishment), self-actualization (achieving full potential)

ages 13-19: identity vs. confusion

identity crisis

Third Plane of Development ages 12-18

"Help me THINK for myself"

Development of Social Policy, Reflective / Interpretive Mind

Sense of Justice and Dignity

Social Independence

Constructivism

students learn by doing

Active participation

learning based on real life experiences

learning by doing

modeling behavior

Observational learning theory

bobo doll experiment, study aggression

Behavior is learned

social contract in teens: Mutual benefit, reciprocity. Morally right and legally right are not always the same. Utilitarian rules that make life better for everyone

CHARACTERISTICS: transition into adulthood, adolescence, physical and mental changes