How To Teach Reading And Writing To 3 Year Olds Characteristics of High School Learners

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Characteristics of High School Learners

High school students are qualitatively different from younger students. You can certainly “teach an old dog new tricks” by understanding the cognitive and social characteristics of high school students. Using the right instructional strategies to maximize learning advantages and address high school students’ learning challenges can make a difference in their success.

High School Cognitive Development

Most high school students have reached the formal operational stage, as described by Piaget. These students can think abstractly and need fewer concrete examples to understand complex thought patterns. In general, most students share the following characteristics:

  • It is necessary to understand the purpose and relevance of the educational activity
  • They are motivated both internally and externally
  • Having self-imposed cognitive barriers due to years of academic failure and lack of self-confidence
  • It can be “closed” in some cognitive areas and will need to learn to learn and overcome these obstacles to learning.
  • You want to set immediate and long-term personal goals
  • You want to take individual responsibility for learning and progress toward goals

High school social development

High school students experience relationships as adults. In general, most students share the following characteristics:

  • Interested in co-educational activities
  • Desire adult leadership roles and autonomy in planning
  • Wanting adults to assume a primarily supportive role in their education
  • Develop an awareness of community
  • You need opportunities for self-expression

Secondary school Instructional strategies

To address the special learning needs of students of this age, Teaching reading strategies uses student goals and record keeping. Students assume responsibility for their own progress monitoring. For example, high-interest animal fluency passages provide opportunities for student record keeping and progress monitoring.

High school students are always concerned about the labeling that occurs when one is identified as a remedial reader. Labels and stereotypes are both imposed externally (by other students and sometimes their parents), but they are mainly imposed internally (by the students themselves). Years of academic failure, due to lack of reading skills, have damaged students’ self-esteem. Many students have lost confidence in their ability to learn. Students have developed coping mechanisms, such as reading survival skills, for example, audiobooks or parent / relative readers, or behavioral problems, or “Whatever … I don’t care attitudes” to avoid the hard work of learning to read well. . High school teachers need to be extremely attentive to students’ self-perceptions. A few discussion points may be helpful:

  • “Unfortunately, some of your past reading instructions were poor; it’s not your fault you have some skills to work on.” aka “blame it on someone else”
  • “You can learn in this class. If you come to class willing to try every day, you will significantly improve your reading, I promise.”
  • “I know you’ve tried before, but this time is different.”
  • “You’ll be able to chart your own progress and see what you’re learning in this class.”
  • “Some of my past students were like some of you. For example, ___________ and passed the high school exit exam after finishing this class. For example, ___________ was caught up to reading level and it’s college now.” Personal anecdotes provide role models and hope for high school remedial readers. Some former students who have been successful provide “street cred” to the teacher and the class.
  • “You’re not in this class forever. As soon as you master your missing skills, you’re out.”

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