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    Assessment 2 1 Adolescent Develpment Script 2

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    api-518571213
    Kayla is experiencing several key developmental issues in early adolescence. She exhibits early physical maturation which has negatively impacted her relationships with peers her own age and led her to socialize with older students involved in risky behaviors. Kayla also struggles with cognitive development as she excels in areas she frequently practices like sports and arts but forgets class content, particularly in math and science, due to ongoing brain development in adolescence. To address these issues, teachers could implement scaffolding techniques to provide extra support and guidance to Kayla through strategies like cooperative learning groups and hands-on modeling. Directly teaching social skills is also needed to help Kayla navigate challenges with peers.

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    Assessment 2 1 Adolescent Develpment Script 2

    Uploaded by

    api-518571213
    67 views3 pages
    Kayla is experiencing several key developmental issues in early adolescence. She exhibits early physical maturation which has negatively impacted her relationships with peers her own age and led her to socialize with older students involved in risky behaviors. Kayla also struggles with cognitive development as she excels in areas she frequently practices like sports and arts but forgets class content, particularly in math and science, due to ongoing brain development in adolescence. To address these issues, teachers could implement scaffolding techniques to provide extra support and guidance to Kayla through strategies like cooperative learning groups and hands-on modeling. Directly teaching social skills is also needed to help Kayla navigate challenges with peers.

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    assessment 2 1 adolescent develpment script 2

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    Kayla is experiencing several key developmental issues in early adolescence. She exhibits early physical maturation which has negatively impacted her relationships with peers her own age and led her to socialize with older students involved in risky behaviors. Kayla also struggles with cognitive development as she excels in areas she frequently practices like sports and arts but forgets class content, particularly in math and science, due to ongoing brain development in adolescence. To address these issues, teachers could implement scaffolding techniques to provide extra support and guidance to Kayla through strategies like cooperative learning groups and hands-on modeling. Directly teaching social skills is also needed to help Kayla navigate challenges with peers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    67 views3 pages

    Assessment 2 1 Adolescent Develpment Script 2

    Uploaded by

    api-518571213
    Kayla is experiencing several key developmental issues in early adolescence. She exhibits early physical maturation which has negatively impacted her relationships with peers her own age and led her to socialize with older students involved in risky behaviors. Kayla also struggles with cognitive development as she excels in areas she frequently practices like sports and arts but forgets class content, particularly in math and science, due to ongoing brain development in adolescence. To address these issues, teachers could implement scaffolding techniques to provide extra support and guidance to Kayla through strategies like cooperative learning groups and hands-on modeling. Directly teaching social skills is also needed to help Kayla navigate challenges with peers.

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    SCRIPT

    SECTION A:
    identify and explain key issues: script stuff. MODIFY THE VIGNETTE TO
    INCLUDE OUR KEY POINTS.
    kayla will describe her issues. The teacher will use keywords to highlight the
    developmental issues. EXPLANATION CAN COM FROM LECTURE SLIDES.
    (probably)

    Bubble: I am physically more mature than my peers…I can be withdrawn…I


    don’t share personal information… and I hang around with older students.

    Jake: The first key developmental issue that we are going to address is
    Kayla’s physical development. This is an issue because Kayla may be
    experiencing early maturation which has negative effects. Based on research,
    these negative effects include risks of depressed mood, negative body image,
    substance use, delinquency, and school problems (Jensen, 2012).

    Bubble: I have “difficulties with peers of my own age and hang around with
    older friends who have been previously reprimanded for using illicit drugs”.

    Jake: This further shows the negative effects of early maturation, as Kayla
    may not be able to belong with friends her own age due to feeling
    uncomfortable and different. This may influence her to hang around with older
    friends who have been involved with drugs.

    Based on research, The theory of Genotype -evocative active


    environment supports this, as it explains how Kayla’s inherited
    characteristics of maturation may evoke her to seek out environments that
    correspond to her genotype characteristics. Jensen (2012) supports this as he
    articulates that “our genes actually influence the environment we experience”
    (last page).

    The brain developmental issue


    Bubble: I excel in sports and visual arts at school.

    Bubble: I excel in sports and visual arts, I also like maths and science but I
    forget class content and struggle to keep up!

    Jake: Kayla’s brain development is a key developmental issue. This is


    because Kayla’s brain is still developing, as during adolescence there is an
    overproduction of brain cells, and synaptic pruning that takes place in the
    brain, which also affects the process of cognitive development.

    Radia: This process demonstrates that Kayla excels in sports and visual arts
    because the connections that she uses to complete those tasks are frequently
    used, and are therefore strengthened.
    However, she often complains of forgetting class content and not being able
    to keep up in maths and science as she infrequently uses the connections
    required to develop myelination, and the connections are therefore eliminated.

    Radia: This also relates to Kayla’s Cognitive development, as it is also a key


    developmental issue because the fact that she complains of forgetting class
    content, and not being able to keep up could be that she struggles to process
    maths and science in her working memory while learning.

    This is because short term/working memory is also limited in capacity, and


    this could also further affect Kayla’s ability to remember the content and keep
    up with the class.

    Piaget’s theory of stages also supports how cognitive development is a key


    issue for Kayla, as she may only be on concrete operational stage, and hasn’t
    reached the stage of formal operations [which occurs between 11 to 20].
    Formal operations “involves the development of the ability to think
    scientifically and apply the rigor of the scientific method to cognitive tasks”
    Jensen, 2012, p. 64). Kayla therefore may struggle in maths and science as it
    has a higher cognitive load, and involves more formal operational skills.

    Sarah: Connect brain as an aspect of social

    (not sure with time)


    In addition, another aspect that falls into the brain developmental issue is that
    Kayla’s socioemotional network (the limbic system) which is involved in
    emotion, motivation, memory and learning is more mature than the cognitive
    control system (the frontal lobes) which regulates emotion, planning and
    impulse control. This is a developmental issue for Kayla as her cognitive
    Radia:

    control system is not fully developed yet, and this therefore affects her ability
    in social content to make rational decisions.

    teaching strategies:

    Radia: Scaffolding

    Scaffolding refers to “the degree of assistance provided to the adolescent in


    the zone of proximal development”. (Jensen 2012). (reword) The zone of
    proximal development refers to the gap between what adolescents can
    achieve on their own and what they would be capable of doing if they were
    guided by an adult or a competent peer.
    This strategy can help Kayla’s cognitive development, as the teacher could
    incorporate scaffolding into the lesson by getting kayla to work in groups with
    competent peers. (This may also help foster positive social relationships). The
    teacher can also help Kayla by allocating more one on one time with kayla in
    the lesson. Hitt and Smith (2017) provide an example for improving
    scaffolding in the science classroom, as they present the Predict, Observe,
    Explain (POE) model. The model “directs students to predict what will happen
    during a hands-on activity or demonstration, complete the activity and/or
    make observations, record and analyse the relevant data and devise a
    scientific explanation for the results” (Hitt and Smith, 2017, p. 133). This
    hands-on approach can assist Kayla to engage with both the content and her
    peers. (one more linking explaining sentence)

    Cooperative learning?
    strategy 2: growth mindset activities?

    SOCIAL DEVELOPMENT(issue) = SST – social skills training (strategy)

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