understanding the learner chapter 4 (c) 2007 mcgraw-hill higher education. all rights reserved

Understanding the LearnerUnderstanding the Learner

Chapter 4Chapter 4

(c) 2007 McGraw-Hill Higher Education. All rights reserved.


Importance of Getting to Know Importance of Getting to Know StudentsStudents

Teachers who are familiar with student Teachers who are familiar with student characteristics have a considerable characteristics have a considerable advantage in planning their teaching.advantage in planning their teaching.

Educational programs must considerEducational programs must consider– common characteristics of studentscommon characteristics of students– significant differences among studentssignificant differences among students– social forces that affect students. social forces that affect students.


Common Characteristics of Common Characteristics of Children and YouthChildren and Youth

Common characteristics serve as a general Common characteristics serve as a general guide for making curriculum decisions.guide for making curriculum decisions.

Teachers face the challenge of trying to help Teachers face the challenge of trying to help students cope with the physical and students cope with the physical and emotional changes that challenge them.emotional changes that challenge them.


Significant Differences Among Significant Differences Among StudentsStudents

Students are becoming more diverse Students are becoming more diverse – More minorities, languages, learning disabilities, More minorities, languages, learning disabilities,

and an increasing spread between rich and and an increasing spread between rich and poor.poor.

– A span of 5 or more years can exist in student A span of 5 or more years can exist in student achievement in a single class. achievement in a single class.

Considerable differences exist among Considerable differences exist among students within and across age and grade students within and across age and grade levels levels


Implications of Student Implications of Student Differences for TeachingDifferences for Teaching

Knowing individual differences helps Knowing individual differences helps teachers individualize instruction.teachers individualize instruction.

Students in one grade level may be as much Students in one grade level may be as much as eleven months different in age, not as eleven months different in age, not counting older students who have been held counting older students who have been held back.back.

The trend is toward inclusion and The trend is toward inclusion and acceptance of all students.acceptance of all students.


Physical Growth and Physical Growth and DevelopmentDevelopment

Boys and girls are taller, heavier, and mature earlier Boys and girls are taller, heavier, and mature earlier than ever before.than ever before.

Adolescents differ widely in physical growth, body build, Adolescents differ widely in physical growth, body build, and physical capacity.and physical capacity.

Significant physiological differences exist between Significant physiological differences exist between genders and within each gender. genders and within each gender.

Boys and girls of the same ages differ in rates of Boys and girls of the same ages differ in rates of maturation.maturation.

Physical handicaps enlarge differences among Physical handicaps enlarge differences among students.students.


Implications of Physical Implications of Physical Differences for TeachingDifferences for Teaching

Motor ability factors such as agility, balance, Motor ability factors such as agility, balance, coordination, flexibility, strength, and speed coordination, flexibility, strength, and speed predispose students to success in different predispose students to success in different activities.activities.

Programs should include a variety of Programs should include a variety of activities so students will find some activities so students will find some commensurate with their abilities and be commensurate with their abilities and be challenged to extend their abilities.challenged to extend their abilities.


Intellectual DevelopmentIntellectual Development

Young people have so much information Young people have so much information and so many choices that they are confused and so many choices that they are confused as to what information to process and how as to what information to process and how to make decisions.to make decisions.

The number of learning disabled students The number of learning disabled students has increased dramatically.has increased dramatically.


Social Development Social Development

Adolescents change social interaction patterns Adolescents change social interaction patterns and challenge parental and authority roles.and challenge parental and authority roles. – Peer approval is more important Peer approval is more important – Adolescents learn to accept responsibility for Adolescents learn to accept responsibility for

their actions.their actions.– Early and middle adolescents have same gender Early and middle adolescents have same gender

friends.friends.– Young adults limit same-gender friends to a few Young adults limit same-gender friends to a few

friends and develop romantic relationships.friends and develop romantic relationships.


Emotional DevelopmentEmotional Development

Students need to build and maintain feelings of Students need to build and maintain feelings of personal worth and belonging.personal worth and belonging.

They struggle with appearance, hormonal, They struggle with appearance, hormonal, personality, and mood changes.personality, and mood changes.

They try to establish independence while They try to establish independence while maintaining adult approval and affection. maintaining adult approval and affection.

Youth try on different personalities to find one that Youth try on different personalities to find one that suits them.suits them.

They are concerned about social injustices.They are concerned about social injustices.


Personality Characteristics and Personality Characteristics and Activity ChoiceActivity Choice

Learning about personality characteristics Learning about personality characteristics helps teachers understand how to deal more helps teachers understand how to deal more effectively with students and help them with effectively with students and help them with social interaction.social interaction.

Psychological and social dimensions affect Psychological and social dimensions affect one’s choice of participation in physical one’s choice of participation in physical activities.activities.


Learning StylesLearning Styles

A group of individual physiological, A group of individual physiological, cognitive, psychosocial, and affective traits cognitive, psychosocial, and affective traits that determine how students perceive and that determine how students perceive and respond to the learning environment.respond to the learning environment.

A learner's preferred way of attending to and A learner's preferred way of attending to and absorbing informationabsorbing information


Students learn in different ways.Students learn in different ways.

Some students learn with almost no help; Some students learn with almost no help; others need a great deal of help. others need a great deal of help.

Physiological traits affect student Physiological traits affect student preferences for noisy or quiet, bright or preferences for noisy or quiet, bright or subdued, mobile or immobile environments.subdued, mobile or immobile environments.

Psychosocial traits affect preferences for Psychosocial traits affect preferences for working alone or in groups.working alone or in groups.


Cognitive StylesCognitive Styles

Field-dependent individuals--socially Field-dependent individuals--socially oriented; high self-esteem; prefer oriented; high self-esteem; prefer externally-defined goals, structure, external externally-defined goals, structure, external reinforcement and minimum criticism.reinforcement and minimum criticism.

Field-independent individuals--more Field-independent individuals--more impersonal orientation; less self-esteem; impersonal orientation; less self-esteem; choose abstract-oriented fields; select their choose abstract-oriented fields; select their own goals; intrinsically motivated.own goals; intrinsically motivated.


Brain Hemisphericity StudiesBrain Hemisphericity Studies

Some students use the left hemisphere and Some students use the left hemisphere and employ a reflective, analytic style; others are employ a reflective, analytic style; others are right-brained and learn better through visual, right-brained and learn better through visual, holistic “hands-on” methods.holistic “hands-on” methods.

Most teachers teach in a left-brain, structured, Most teachers teach in a left-brain, structured, verbal mode.verbal mode.

Some students experience a cultural mismatch Some students experience a cultural mismatch with the analytic style of the schools.with the analytic style of the schools.


Gardner’s IntelligencesGardner’s Intelligences

Gardner believes individuals are born with Gardner believes individuals are born with different intelligence profiles and use their different intelligence profiles and use their unique profiles to solve problems.unique profiles to solve problems.

The intelligences can serve as a means to The intelligences can serve as a means to acquire new information.acquire new information.

The content itself may fit within the realm of The content itself may fit within the realm of an intelligence.an intelligence.


Significance for TeachingSignificance for Teaching

All students can succeed if helped to use All students can succeed if helped to use their own natural learning processes.their own natural learning processes.

Help students develop all their intelligences, Help students develop all their intelligences, while helping them reach vocational goals while helping them reach vocational goals appropriate to their particular intelligence appropriate to their particular intelligence profiles.profiles.


How can an instructor utilize How can an instructor utilize information on learning styles?information on learning styles?

Use a variety of entry points to introduce Use a variety of entry points to introduce material.material.

Help students evaluate and expand their Help students evaluate and expand their learning preferences.learning preferences.

Utilize a variety of instructional approaches Utilize a variety of instructional approaches so different learning styles can be so different learning styles can be accommodated and students become accommodated and students become active participants in the learning process.active participants in the learning process.


Social Forces That Affect Social Forces That Affect StudentsStudents

Deterioration of the family--Lack of adult Deterioration of the family--Lack of adult guidanceguidance

Increased mobility--families removed from Increased mobility--families removed from relatives and friendsrelatives and friends

Dramatic role changes for men and women Dramatic role changes for men and women Values and morals no longer a stabilizing Values and morals no longer a stabilizing

force force HIV and other sexually-transmitted diseasesHIV and other sexually-transmitted diseases


Social Forces That Affect Social Forces That Affect StudentsStudents

Drug abuseDrug abuse School violence and suicidal behavior School violence and suicidal behavior Child abuseChild abuse Youth cultureYouth culture At-risk youthAt-risk youth Role of media on obesityRole of media on obesity


Implications for TeachingImplications for Teaching

Structure homework; provide homework hot Structure homework; provide homework hot lines.lines.

Take time to listen to the concerns of youth. Take time to listen to the concerns of youth. Have emergency procedures for contacting Have emergency procedures for contacting

working parentsworking parents Need for extended-care and community Need for extended-care and community

programs programs


Drug AbuseDrug Abuse

Youth experiment with tobacco, alcohol, and illicit Youth experiment with tobacco, alcohol, and illicit drugs during early adolescence.drugs during early adolescence.– Gateway drugs are alcohol, marijuana, and cocaine.Gateway drugs are alcohol, marijuana, and cocaine.– Commonly abused drugs include tobacco, alcohol, Commonly abused drugs include tobacco, alcohol,

narcotics, depressants, stimulants, hallucinogens, and narcotics, depressants, stimulants, hallucinogens, and marijuana.marijuana.

US teens have highest rate of drug abuse of any US teens have highest rate of drug abuse of any industrialized country in the world.industrialized country in the world.


Precipitators of Drug AbusePrecipitators of Drug Abuse

Stress, isolation and alienation Stress, isolation and alienation Skill deficienciesSkill deficiencies Association with drug-using friends or Association with drug-using friends or

parentsparents Widespread availability and casual Widespread availability and casual

acceptance of drugsacceptance of drugs Changes in the nuclear family and troubled Changes in the nuclear family and troubled

homes homes


Signs of Drug UseSigns of Drug Use

Decline in academic achievementDecline in academic achievement Loss of interest in former activities or friendsLoss of interest in former activities or friends Sudden and unexplained change in Sudden and unexplained change in

behavior, appearance, or personality.behavior, appearance, or personality. Increased truancy and class cuttingIncreased truancy and class cutting Drug paraphernalia/drugsDrug paraphernalia/drugs An endless need for moneyAn endless need for money


Evidence of Drug UseEvidence of Drug Use

Burns on fingers; red skin and eyesBurns on fingers; red skin and eyes Large number of matchesLarge number of matches Use of excessive deodorant, gargles, breath Use of excessive deodorant, gargles, breath

fresheners to disguise odorsfresheners to disguise odors Drug particles on teeth or clothing or Drug particles on teeth or clothing or

protruding from pocketsprotruding from pockets Increased illness or emotional outburstsIncreased illness or emotional outbursts


Teachers are obligated to do Teachers are obligated to do something about drug use.something about drug use.

Express concern about student's behavior.Express concern about student's behavior. Encourage student to seek help.Encourage student to seek help. Notify parent.Notify parent. Consult with colleagues and refer student to Consult with colleagues and refer student to

appropriate staff.appropriate staff. Participate in intervention program if Participate in intervention program if

appropriate.appropriate.


CautionsCautions

Avoid threatening a student under the Avoid threatening a student under the influence of drugs or alcohol.influence of drugs or alcohol.

Students on drugs may feel invulnerable to Students on drugs may feel invulnerable to pain or injury, have delusions of great pain or injury, have delusions of great strength, or feel threatened by teachers and strength, or feel threatened by teachers and classmates. They can be dangerous to classmates. They can be dangerous to themselves and others. themselves and others.

Notify the office to call for emergency help.Notify the office to call for emergency help.


PreventionPrevention

Provide clear and accurate information about Provide clear and accurate information about drugs and their effects.drugs and their effects.

Teach skills needed to make responsible Teach skills needed to make responsible decisions, cope with stress and peer pressure, decisions, cope with stress and peer pressure, and improve self-esteem.and improve self-esteem.

Help students find socially acceptable ways to Help students find socially acceptable ways to derive pleasure.derive pleasure.

Impose stiff, consistent penalties for use, Impose stiff, consistent penalties for use, possession, and distribution.possession, and distribution.

Early identification is critical Early identification is critical for successful treatment.for successful treatment.



Incidence of Suicide and School Incidence of Suicide and School ViolenceViolence

Adolescent suicides have increased Adolescent suicides have increased dramatically.dramatically.

Adolescent suicides are a leading cause of Adolescent suicides are a leading cause of death.death.– Suicide attempts are more prevalent among Suicide attempts are more prevalent among

females.females.– Males are more likely to actually kill themselves Males are more likely to actually kill themselves

and others because they choose more lethal and others because they choose more lethal methods.methods.


Those Who Commit Suicide or Those Who Commit Suicide or ViolenceViolence

Highly intelligentHighly intelligent Physically precociousPhysically precocious Some are quiet and uncommunicative; Some are quiet and uncommunicative;

others are impulsive and delinquent.others are impulsive and delinquent. Many are driven by perfectionism.Many are driven by perfectionism.

The three strongest correlates The three strongest correlates of teenage suicidal behavior of teenage suicidal behavior are family breakdown, youth are family breakdown, youth

unemployment, and unemployment, and decreased religious decreased religious

observance among youth.observance among youth.



Identifying SignsIdentifying Signs

Maladaptive copingMaladaptive coping Sexual promiscuity, Sexual promiscuity,

abuseabuse Depression Depression Death commentsDeath comments Giving away Giving away

belongingsbelongings Changed dress and Changed dress and

grooming, personality grooming, personality

Alcohol/drug abuseAlcohol/drug abuse Suicide themes in Suicide themes in

writing or artworkwriting or artwork Academic deteriorationAcademic deterioration Physical complaints, Physical complaints,

changed eating and changed eating and sleeping habitssleeping habits

Withdrawal from peer Withdrawal from peer involvement.involvement.

Signs and threats should Signs and threats should never be ignored.never be ignored.



Jacobs’ Five-Stage Model for Jacobs’ Five-Stage Model for Suicidal BehaviorSuicidal Behavior

History of problems from early childhoodHistory of problems from early childhood Escalation of problems with onset of Escalation of problems with onset of

adolescenceadolescence Less ability to cope with stress and increased Less ability to cope with stress and increased

isolation from othersisolation from others A “last straw” event leaving few remaining social A “last straw” event leaving few remaining social

relationships or little hope for resolving problemsrelationships or little hope for resolving problems Justification of the suicideJustification of the suicide


Motto’s Factors for Assessing Motto’s Factors for Assessing Suicidal RiskSuicidal Risk

Prior suicidal attemptPrior suicidal attempt Degree of detail in the suicidal planDegree of detail in the suicidal plan Extent of feelings of hopelessnessExtent of feelings of hopelessness Presence of a lethal weaponPresence of a lethal weapon Presence of progressively disabling illnessPresence of progressively disabling illness Presence of a psychotic disorderPresence of a psychotic disorder Termination behavior--giving away belongings Termination behavior--giving away belongings

or dropping verbal hintsor dropping verbal hints


What To DoWhat To Do

Confront the individual immediately.Confront the individual immediately. Listen calmly. Evaluate the seriousness of the Listen calmly. Evaluate the seriousness of the

situation.situation. Help the youth realize the feelings are temporary Help the youth realize the feelings are temporary

and that death is permanent.and that death is permanent. Stay with the youth. Let the youth know that you Stay with the youth. Let the youth know that you

care.care. Eliminate possible suicide resources.Eliminate possible suicide resources. Get professional help immediately.Get professional help immediately.


Prevention–Students NeedPrevention–Students Need

A support network from adultsA support network from adults Effective coping styles, including Effective coping styles, including

communication and problem solvingcommunication and problem solving More opportunities to find the meaning of lifeMore opportunities to find the meaning of life More help in developing social competenceMore help in developing social competence More opportunities for moral developmentMore opportunities for moral development


Incidence of Child AbuseIncidence of Child Abuse

An estimated 1 of 4 girls and 1of 10 boys An estimated 1 of 4 girls and 1of 10 boys are sexually abused before age 18.are sexually abused before age 18.

Child abuse occurs among persons of all Child abuse occurs among persons of all races, social classes, and religious beliefs.races, social classes, and religious beliefs.

Most abusive parents were abused as Most abusive parents were abused as children.children.

Adolescent cases less likely to be reported.Adolescent cases less likely to be reported. Perpetrators are generally males known to Perpetrators are generally males known to

victim.victim.


Reporting Child AbuseReporting Child Abuse

Educators must notify the local department Educators must notify the local department of social services.of social services.

Educators who report suspected child abuse Educators who report suspected child abuse in good faith (i.e., based on reasonable in good faith (i.e., based on reasonable information) are immune from civil or information) are immune from civil or criminal liability.criminal liability.


Signs of AbuseSigns of Abuse

Bruises, physical injuries, Bruises, physical injuries, painpain

Nervous/fearful behaviorNervous/fearful behavior Inappropriate clothing or Inappropriate clothing or

hygienehygiene MalnutritionMalnutrition Changes in social Changes in social

interaction patternsinteraction patterns Low self-esteemLow self-esteem

DepressionDepression Pseudomature sexual Pseudomature sexual

behaviorsbehaviors Substance abuseSubstance abuse Running awayRunning away Decline in academic Decline in academic

achievementachievement School absenceSchool absence Explicit artworkExplicit artwork Anger and hostilityAnger and hostility


Guidelines for EducatorsGuidelines for Educators

Don't act surprised or horrified.Don't act surprised or horrified. Provide support and express concern.Provide support and express concern. Praise the student’s courage to tell about it.Praise the student’s courage to tell about it. Reassure the student that he or she is not responsible.Reassure the student that he or she is not responsible. Use learning activities to enhance self-esteem and allow student self-Use learning activities to enhance self-esteem and allow student self-

expression.expression. Respect and maintain student privacy.Respect and maintain student privacy.

Model appropriate adult-childModel appropriate adult-child relationships. relationships. Help students keep fears and anxieties from growing out of proportion.Help students keep fears and anxieties from growing out of proportion. Interact closely and cooperatively with professionals.Interact closely and cooperatively with professionals.


Youth Culture–Youth Culture–

Students search for family stability and Students search for family stability and connection.connection.

Teenagers look for connections and Teenagers look for connections and guidance.guidance.

Youth need help living with rapid change.Youth need help living with rapid change. Adolescents fear failure.Adolescents fear failure.

The effects of social forces on The effects of social forces on individual students differ in individual students differ in

terms of their various terms of their various backgrounds and backgrounds and

experiences.experiences.



PreventionPrevention

Teach students about the challenges of Teach students about the challenges of adolescence and how to develop the skills adolescence and how to develop the skills necessary to cope with them.necessary to cope with them.


At-Risk YouthAt-Risk Youth

The number of at-risk youth has increased The number of at-risk youth has increased due to the absence of parents from the due to the absence of parents from the home and family mobility.home and family mobility.

At-risk youth are turned off to traditional At-risk youth are turned off to traditional school settings and blame others or society school settings and blame others or society for situations they cannot control.for situations they cannot control.

Some are academically inferior; others are Some are academically inferior; others are highly intelligent.highly intelligent.


Needs of At-Risk StudentsNeeds of At-Risk Students

Positive reinforcement for their efforts in Positive reinforcement for their efforts in reaching goalsreaching goals

RespectRespect Recognition that they are importantRecognition that they are important Self-responsibility; decision-making skillsSelf-responsibility; decision-making skills


Working with At-Risk StudentsWorking with At-Risk Students

Establish a positive environment.Establish a positive environment. Help students set achievable goals.Help students set achievable goals. Provide alternatives and opportunities to Provide alternatives and opportunities to

make choices.make choices. Have students examine consequences and Have students examine consequences and

assume responsibility for choices.assume responsibility for choices.


Understanding the LearnerUnderstanding the Learner

Chapter 4Chapter 4

understanding the learner chapter 4 (c) 2007 mcgraw-hill higher education. all rights reserved

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