We are currently undergoing maintainence, please come back soon. We are currently undergoing maintainence, please come back soon. Supporting and Motivating Adolescent Thinking and Personal and professional development essay by Dr. Learning is believed to be a natural, ongoing, and active process of constructing meaning from information and experience.
For adolescent learning to occur, a few things generally happen. First, adolescents are able to connect what they are trying to learn with what they already know, understand, or have personally experienced. Secondly, they are favorably inclined, or motivated, to put forth the necessary effort and time. Adolescents “do something” that makes sense in a larger context, such as confronting real-life issues and problems. For example, the complexity of citizens’ rights is better understood when students follow legislative debates over gun control and discuss continuing problems of school violence.
Their personal initiative and energy are moved into action through meaningful involvement with relevant and current content. For example, health issues take on new meaning when students conduct a research awareness campaign on the life-threatening impact of cigarette smoking and discuss the ethics of juvenile-targeted advertisement. Their cognitive and affective capabilities are challenged, such as when connections are made between difficult content and its application to personal experiences. For example, physics gains relevance when adolescents observe the movement of playground equipment at the neighborhood park. They can draw upon a variety of resources in the learning environment, including personal experience, the local community, and the Internet. For example, the principles of economics become less mysterious when classes enter into a collaborative enterprise with an area radio station to record and market a CD.