Developmental Domains Ages 11-14
Cognitive
Social-emotional
Physical
Moral
theorists
theorists
theorists
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