Educ 5420 discussion unit 3

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Psychology

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Nov 24, 2024

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In "Adolescent Psychosocial, Social, and Cognitive Development," Sanders (2013) delves into the intricate journey of adolescent development, shedding light on the often asynchronous progression of physical, cognitive, and psychosocial growth. A concept that stands out is metacognition—the awareness and understanding of one's own thought processes. During adolescence, there is a shift from concrete, childlike thinking to more sophisticated, adult-like thought patterns, characterized by advanced reasoning and abstract thinking. Metacognition is a significant leap in this cognitive evolution, enabling adolescents to reflect on their thinking and learning strategies (Ausubel & Ausubel, 1966). However, this leap is not without its challenges. Adolescents may engage in risk-taking behaviors, which can be partially attributed to a burgeoning metacognitive ability that is yet to be fully integrated with emotional regulation. They become aware of potential dangers yet may still succumb to risky behaviors for emotional gratification, highlighting a disconnect between their cognitive awareness and the application of this knowledge for long-term well- being (Ausubel & Ausubel, 1966). As adolescents navigate these complex developmental stages, their emotional and social competence also undergoes transformation. The misalignment between emotional and cognitive development, especially in the face of early pubertal timing, can significantly affect body image and social standing. Emotion management becomes crucial in this period, as adolescents strive to reconcile their evolving self-awareness with social expectations (Ausubel & Ausubel, 1966). In the classroom, particularly one with mixed-grade students like my own, these disparities in development are palpable. Students in grades 6 through 8 display varying levels of maturity and metacognitive ability, influencing their approach to complex tasks and social interactions. As a language teacher, it is crucial to recognize and adapt to these differences to foster an inclusive and effective learning environment. Reflecting on the impact of metacognition on adolescent behavior and classroom dynamics, a pertinent question arises for educators: "How can we, as educators, design instructional strategies that enhance metacognitive skills among adolescents to improve their decision-making and learning outcomes, while also being sensitive to their emotional and social development stages?" References: Ausubel, D. P., & Ausubel, P. (1966). Cognitive Development in Adolescence. Review of Educational Research, 36(4), 403–413. https://doi.org/10.2307/1169784 Sanders, R. A. (2013). Adolescent psychosocial, social, and cognitive development. Pediatrics in Review, 34(8), 354–359. https://renaissance.stonybrookmedicine.edu/sites/default/files/Adolescent%20Psychosocial %20Cog%20Development.pdf
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