needs of adolescents

2. How can diverse strengths, interests, and needs of adolescents be accounted for when designing developmentally appropriate instruction that advances learning?

How can diverse strengths, interests, and needs of adolescents be accounted for when designing developmentally appropriate instruction that advances learning?

Introduction

Adolescents are a diverse group of learners. While they all share a common goal—to learn—they have different strengths, interests and needs that need to be taken into consideration when designing developmentally appropriate instruction.

Adolescents have more complex learning styles than younger children.

Adolescents are more likely to be visual, auditory and kinesthetic learners. This can make it difficult for teachers to understand how they learn best. For example, an adolescent may prefer a teacher who uses visuals for explanation or demonstration of concepts; however, another student might benefit from having an instructor who can explain concepts using text-based materials instead.

Teachers should also consider whether their students’ learning styles match up with the type(s) of instruction that will be most effective in promoting academic achievement across all subject areas at each grade level (e.g., math versus science).

Adolescents are better able to work independently and collaboratively when presented with appropriate tasks, materials and opportunities.

Adolescents are better able to work independently and collaboratively when presented with appropriate tasks, materials and opportunities. They are also more likely to be self-directed learners than younger children.

Adolescents have more complex learning styles than younger children. These differences in style make it difficult for teachers and other adults in the classroom environment to meet all of the needs of each student individually before they can work together effectively as a team or class.

Learning is most successful when it is relevant to their lives.

Learning is most successful when it is relevant to their lives. It’s important for teachers and parents to understand that students don’t just learn from what’s being taught in school, but also from their daily experiences outside of the classroom. For example, if a teacher teaches about math and then asks students about a time when they had trouble with math at home or at school, the lesson will be much more effective than if you just lecture on how “good” your students are at making calculations because “you’re smart etc.”

In order for learning activities to be effective for youth, they must be tailored specifically towards the individual needs of each child/teenager (and their family). The following example shows how we can use this principle:

• A student who likes playing sports may enjoy doing activities related directly toward his/her sport such as running around while throwing balls into baskets; however another student may prefer activities that provide more balance between physical activity and cognitive development such as learning new vocabulary words while completing mini-games like jigsaw puzzles or crossword puzzles

One size does not fit all when designing instruction.

One size does not fit all when designing instruction.

The goal should be to teach each child’s strengths, interests and needs in the context of the classroom environment that provides maximum opportunities for individual learning. Teaching to the middle of a class is rarely effective because it can lead to low engagement and decreased motivation among students who may have unique learning styles or needs (e.g., visual learners vs auditory learners). Similarly, teaching at the top or bottom of a group is unlikely to give all students an equal opportunity for success; some will miss out on points as they’re not included in discussions about curriculum topics or assignments due because their classmates are working on those tasks instead!

When designing instruction, consider what you know about your students’ strengths, interests and needs.

When designing instruction, consider what you know about your students’ strengths, interests and needs.

• Know your students: What do they know? Can you identify gaps in their knowledge? Do they have individual learning styles that might benefit from a different approach to instruction than the one used by other students? If so, think about ways to use those differences as strengths in your teaching.
• Know your content: How does it relate to real-world experiences outside of school? Is there a cultural component that needs to be considered when planning lessons or assessments (such as addressing stereotypes)? Is there an environmental aspect (e.g., climate change)? Will this lesson take place indoors or outdoors, inside buildings versus outside them)? What resources will be needed for successful completion of this project.* Know the learning environment for each class setting (e.g., number of students per class period), where they attend classes regularly across all grade levels; types of classrooms available today such as small group work labs versus large lecture halls etc..

There are many ways to teach the same content or skill; try a variety of methods to find ones that work best for each learner.

• There are many ways to teach the same content or skill.
• Try a variety of methods to find ones that work best for each learner.
• Make sure the methods you use are developmentally appropriate.*

Creating developmentally appropriate instruction for adolescents is not as simple as changing what you teach and how you teach it for this age group

It’s a fact that adolescents are more complex learners than younger children. They have different needs and abilities, as well as different interests and strengths. That being said, it is still possible to create developmentally appropriate instruction for adolescents when you understand the complexities involved in designing curriculum for this age group.

First of all, let’s look at what we mean by “developmentally appropriate instruction”:

• The curriculum should be relevant to their lives (and not just yours)
• The materials used should be motivating enough so that they will want to continue learning throughout the year;
• There should be opportunities provided for students to work independently or collaboratively with others on tasks – whether those people are within your classroom or outside it;

Conclusion

Don’t get discouraged if you find it difficult to adapt your instructional plan for adolescents. The key is in understanding their strengths, interests and needs so you can make the most of their unique learning styles. And remember that every student brings something unique to your classroom!