EDT 370 - Learning Styles

If secondary students are fully engaged, they are capable of working on the computer for the entire hour of class. If anyone would like to argue otherwise, I would reply that students can easily spend several hours on the computer if playing games, checking facebook, watching videos, etc. The trick in the classroom is getting them equally engaged with the project as they would be during their personal time. My theory of motivation is that there needs to be a personal connection between the student and the project. Hopefully this will be fulfilled through the big idea of identity.

Developmentally, high schoolers may show a huge range of levels. Some may still struggle with concentration, while others can easily focus and stay on task. Some may be able to think abstractly, while others continue to think in terms of black and white. This reflects Perry's theory of intellectual development. Many high schoolers are at the dualistic stage, where they need guidance to make decisions. Some may move on the multiplicity, but most students do not reach relativism until college. It also differs on the subject. Because art can be so interactive and subjective, they may be able to grasp multiple opinions more easily, but its not guaranteed. For a good explanation on Perry's (and others) learning theory, click HERE.

Some of the biggest developmental growth in high school is seen socially. Many are beginning to question authority, especially their parents, and are turning to their peers for security. Their bodies and interests are changing, along with the nature of their relationships.  Most students will value their social life more than their educational success, because it is what defines them the most at that time. That is another reason why having identity as the big idea behind my lesson may help engagement, because it relates to what they are trying to construct on their own.

For those who may not grasp the abstract idea of identity, I will have concrete examples and definitions prepared. I will not tell a student what their identity is, but I may need to guide some through differentiated questions in order to get them thinking on the same page.