Characteristics Social Adolescence/Adult Learning | Teaching Aptitude Ugc Net | Ctet | CSIR Net 2020 – 2021
Characteristics Social Adolescence/Adult Learning is a very important part of Teaching Aptitude Ugc Net
Characteristics Social Adolescence/Adult Learning
- Provide Cooperative Learning opportunities for a large group and one to one discussion.
- Students apply their skills and knowledge to social issues.
- Create a learning experience in which students practice democracy, governance, and conflict resolution.
- Experimenting with ways of talking and acting as part of searching for a social position with peers.
- Has more interest in relations with the opposite sex, but same-sex friendships dominate.
- Needs frequent reinforcement that significant adults, including parent’s care.
- Wants identification with adults but not always willing to accept their suggestions Shows concern for oppressed
- groups Show a willingness to work and sacrifice for social rewards Exploring questions of identity and seeking peers who share the same background.
- As interpersonal skills are being developed, fluctuates between the demand for independence, and a desire for guidance and direction.
- Get opportunities for personal reflection and for adult or adolescence learners to share their concerns and feeling with family or teacher.
- Getting regular student-led -meeting to discuss issues, plan an event, and make an important decision regarding the
Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences.
Cognitive development is the progression of thinking from the way a child does to the way an adult does. The role of cognitive processes in development relates to mental activities associated with the processes of knowing, and experiencing, such as thought, perception, attention, problem-solving, etc. There are 3 main areas of cognitive development that occur during adolescence.
- First, adolescents develop more advanced reasoning skills, including the ability to explore a full range of possibilities inherent in a situation and use a logical thought process.
- Second, adolescents develop the ability to think abstractly.
- Third, the formal operational thinking characteristic of adolescence enables adolescents to think about thinking or meta-cognition.
Piaget Stages of Cognitive Development
Piaget believed that formal operational thought appears between the age of 11 and 15
. During this stage adolescent thinking expands beyond actual concrete experiences and they begin to think more in abstract terms and reason about them. In addition to being abstract, adolescent/ Adult thought is also idealistic.
Cognition is a collection of mental processes that includes awareness, perception, reasoning, and judgment. Cognitive styles can generally be described as the manner in which information is acquired and processed. Cognitive style measures do not indicate the content of the information but simply how the brain perceives and processes the information.
takes place at the confluence of social and individual developmental processes. Emotional competence can be defined as an ability to monitor one’s own and other’s feelings and emotions to discriminate among them and to use this information to guide one’s thinking and actions. In other words, Emotional Competence refers to one’s ability to express or release one’s inner feelings (emotions).
Emotional changes during adolescence are observed and result in frequent mood swings. Adolescents/Adults move from a relationship with family members to relationships with society members outside the family. Understanding and control of emotions is slowly beginning. Many times, it results in disordered behavior.
- More sensitive for Family and Friends
- More self-conscious, especially about physical appearance and changes
- Moods might seem unpredictable.
The study of teacher effectiveness as related to cognitive style and emotional competence
is quite important as it enables human beings to respond appropriately to a variety of situations. It provides a critical edge in classrooms, family, social, and even spiritual settings bring awareness over the inner world into focus.
Emotionally competent teachers will express emotions appropriate to the situation in the classroom. It also acts as a preventive measure against bad behavior, anxiety, frustration, boredom, depression–collectively taken as stress. Emotions and feelings are interwoven with the networks of reason and there is interconnectivity between emotions and cognition.
Importance of Characteristics Social Adolescence / Adult Teaching Learning
Teaching is Dialogue
Learning is Engagement
- Two-Way Respectful Communication
- Cooperative Interactive Learning Activities
- Shared Accountability for Learning
- Autonomous Self-Directed Learning
Growth is Discovery
Knowledge is Application
- Learning Through Reflection
- Integrating New Ideas with Prior Learning
Pedagogy (Children Learning):
- Application of Personal Experiences
- Perceived Usefulness of Learning
The term is derived from the Greek words “paid” meaning “child” and agogus meaning “leader of”. Pedagogy literally means the leader of a child or Children’s Learning.
In this sense, therefore, it can be seen as the art and science of teaching children (Knowles, 1973). It exactly means the art and science of educating children and often is used as a synonym for teaching.
Pedagogical in the sense that they aimed at teaching children and youth and are designed to suit youth learners, having taken into consideration and their psychological disposition.
Pedagogy focus on children’s learning more accurately pedagogy embodies teacher-focused education. In the pedagogic model, teachers assume responsibility for making decisions about what will be learned, how it will be learned, and when it will be learned. Motivation comes from external resources usually parents, teachers,s, and competition.
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