Educating all adolescents requires a multifaceted instructional teaching approach. Balancing each student’s curiosity, hardiness, and uniqueness becomes a juggling act to ensure that the core instructional material presented in class becomes instilled in the developing teenager. Yet the educator’s job encompasses traversing adolescents developmental changes in order to impact student learning. By examining adolescent physical, cognitive and social development; diverse learner within the cultural and socioeconomic status; incorporating the stakeholders as foundational support for learning; and reinforcing learning through the use of technology we will demonstrate the complexity of enhancing the student’s learning experience and overall well-being.
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This advanced cognitive development enhances the quality of interpersonal relationships which enable teenagers to better understand the wants, needs, feelings, and motivations of others (Zupanick, n.d., para. 1). Also adolescents begin to scrutinize their identity of who they are and begin to test their boundaries with authority which includes those of the teacher. As their personal identity emerges, the students begins to solidify their strengths and interest which the teacher can utilize within the lesson plans to advance …show more content…
Those who come from low income encounter limited opportunities, feeling of helpless, an awareness of those who are affluent, and an insecurity due to life’s uncertainties which contribute to a cycle of poverty which produce low levels of education, single family households, and an array of health issues (Dolgin, 2011, p. 56 & 77). Also, diverse cultural backgrounds bring language barriers, traditional differences, and sometimes financial difficulties into the classroom environment which required attention by the teacher. Teaching strategies like recognizing cultural, linguistic and ethnic heritages, and incorporating student’s background into the classroom enable the students to engage with their learning experience (Cole, 2008, para. 19). Another technique would be to incorporate the Response to Intervention (RTI) which encompass all students including struggling learners, special-needs students, and the accelerated learner. This multi-tiered instructional model combines foundational core instruction with additional supplemental guidance to meet the unique needs of the special need students as well as mainstream and gifted learners within the diverse cultural and socioeconomic demographics (Zuidenhof, 2008, figure
This advanced cognitive development enhances the quality of interpersonal relationships which enable teenagers to better understand the wants, needs, feelings, and motivations of others (Zupanick, n.d., para. 1). Also adolescents begin to scrutinize their identity of who they are and begin to test their boundaries with authority which includes those of the teacher. As their personal identity emerges, the students begins to solidify their strengths and interest which the teacher can utilize within the lesson plans to advance …show more content…
Those who come from low income encounter limited opportunities, feeling of helpless, an awareness of those who are affluent, and an insecurity due to life’s uncertainties which contribute to a cycle of poverty which produce low levels of education, single family households, and an array of health issues (Dolgin, 2011, p. 56 & 77). Also, diverse cultural backgrounds bring language barriers, traditional differences, and sometimes financial difficulties into the classroom environment which required attention by the teacher. Teaching strategies like recognizing cultural, linguistic and ethnic heritages, and incorporating student’s background into the classroom enable the students to engage with their learning experience (Cole, 2008, para. 19). Another technique would be to incorporate the Response to Intervention (RTI) which encompass all students including struggling learners, special-needs students, and the accelerated learner. This multi-tiered instructional model combines foundational core instruction with additional supplemental guidance to meet the unique needs of the special need students as well as mainstream and gifted learners within the diverse cultural and socioeconomic demographics (Zuidenhof, 2008, figure