THE HIGHSCHOOL LEARNERS Formal Operational Thinker

(ADOLECENTS) 10-19 yrs old

Propositional Thinking- assertion of outside
What is Adolescents? visual evidence.
-the period following the onset of puberty during
which a young person develops from a child into Relativistic thinking- subjectively making an
an adult. opinion on facts.

Cognitive development of a (High School Real vs. Possible- examining a situation and
Learner) exploring the possible in terms of
situations or solutions.
Decrease in egocentric thoughts
-it signifies a significant shift in their thinking and for piaget one indication
understanding of the world. -for Piaget one indication of the presence of
formal operational thinking is the ability of
Increased Abstract Thought adolescent thinker for combinational analysis,
-This allows the individual to think and reason in a which is his taking stock of the effects of several
wider perspective. variables in a situation, testing one variable at a
time, and not randomly.
Rapid cognitive growth
-Adolescence is a time of significant brain -A new thought capacity, known as
development, leading to improved thinking Hypothetic deductive Reasoning, emerges
abilities. in the adolescent reasoning from general
facts/ situations to a particular conclusion.
Broader perspective
-As cognitive skills develop, adolescents begin to -Outside formal Operational thinking which
see and understand situations from multiple can be developed by mathematical and
viewpoints. science studies, the adolescent enters into a
new capability which makes him a Problem
Shapes future character and personality solving Thinker.
-These changes in thinking are essential for
forming their personality and influencing who they Siegler Information Processing skills
will become in adulthood. (The father of Processing theory)

Changes In Thinking Patterns -As in Information-processing theorist, Robert

Siegler views the influence of the environment on
Corpus Callosum - These changes are primarily thinking. He sees cognitive growth, not as stages
due to the brain's growth and the refinement of of development, but more of a sequential
synaptic connections, which connects the brain's knowledge and strategies for problem solving.
two hemispheres.
Thereupon, adolescence may show:
Myellination- occurs in the temporal and parietal
areas of the brain, enhancing executive functions (a) speed in information processing, coupled with
related to attention, language, and planning. greater awareness and control and acquired
knowledge base – a more efficient kind of thinking
Three peaks in brain maturation been identified compared with that of the child
by neurological scientist and these are at age (b) complexity by way of considering longer-term
12,a 15 and age 18.5 convincing with operational implications and possibilities beyond the here-
thinking process for logical reasoning. and-now, and
(c) increased volume of information processing
Piaget’s Formal Operational thinkers coupled with longer memory span.

Piaget formulated the theory of Formal METAGONATION

Operational Thinking which demonstrate show - is the ability to identify one’s own thinking
the cognitive capacity of the adolescent allows process and strategies of perception, memory,
him/her to go beyond the sensible and concrete understanding, application analysis,
to dwell on what is abstract, hypothetical, assessment and innovation.
multidimensional and possible.
HIGH ORDER THINKING SKILLS CHARACTERISTICS OF OVERACHIEVERS

-Adolescents develop the ability to analyze, 1.Positive self-value -This includes self-esteem,
assess, and reflect. confidence, and optimism.
-They can express knowledge (both "I know
that" and "I know how") and use memory 2. Openness to authority- Overachievers are
strategies like mnemonic device. responsive to the expectations of parents
and teachers. of others.
INFORMATION PROCESSING
3. Positive interpersonal relations -They are
-An important aspect of adolescent development responsive and sensitive to the feelings
is the enhancement of information processing
abilities. According to information theorist Robert 4. Less conflict on the issue of self-autonomy
Siegler, adolescents sequentially acquire specific -They feel freedom to make choices, initiate
knowledge and problem-solving strategies. He activities, and take leadership roles.
notes that their information processing quality
improves as they tackle various tasks using 5. Academic orientation -They demonstrate
strategies related to balance, weight, distance, disciplined work habits and
and conflict. high motivation in their studies.

The Adolescent Shows: 6..Goal orientation -They are efficient and

energetic in organizing,
(i) Increased speed in processing information, planning, setting targets, and prioritizing long-
along with greater awareness and control over term goals over short-term rewards.
their thought processes.
7. Control Over Anxiety- well composed and
(ii) Greater complexity in thinking, allowing them relaxed performance of organized task.
to consider long-term implications and
possibilities beyond immediate situations. UNDER ACHIEVEMENT

(iii) An expanded volume of information •Adolescent perform below the standard set
processing, leading to a longer memory span •Grade below measured aptitudes for academic
across various knowledge domains. achievement

OVER ACHIEVEMENT Underachievement may become more

pronounced when high school class work
-Over achievers is a reminder that the becomes more demanding.
intelligence quotient test is not only
determinant in school achievement. Withdrawn Underachievers
-They follow the path of resistance, not reacting to
-There are other factors such as : given assignments and school regulations
•Motivation Interest -Generally quiet, they do not participate in class
•Work Habits activities
•Personal Development
Aggressive Underachievers
Overachieving adolescent may demonstrates -Tend to be talkative, disruptive, and rebellious

•superior work habit Behavior and Adolescent Cognitive Growth

•greater interest in school work There are behavioral tendencies which may
•more consistency in doing assignment accompany cognitive growth during
•more grade performance consciousness adolescence.these are:

Overachieving adolescent show more Egocentrism - The phrase describes how teens
responsibility, consciousness and planning often think too highly of themselves and are
compared with Normal achievers. overly concerned with how others view them.
They feel like they’re constantly being watched
and judged, like actors on a stage. This
egocentric mindset can make them overly self-
conscious and may lead to risky behavior or
complicated early relationships.
Idealism- This refers to imagining the far-fetched Conventional- This prefers structured tasks that
and less ideal situations at home, in school, and cater to the needs of others, such as in office jobs
in society. The teen may imagine a utopia or and manual labor.
heaven on earth leading to discouragement when
social realities become harsh (e.g. unexpected Enterprising- this prefers independence and
low grades, family discord, etc.) innovation in business and other enterprises that
reflect autonomy and personal initiative.
Increased argumentativeness- Teens learn well
through group activities like role play, discussion, Artistic- this prefers unstructured tasks that show
debate, and drama. Leading schools encourage ability for self- expression such as from artists,
speaking English on campus to help students musicians, and performers.
become confident, persuasive speakers who
often grow into leaders in various fields.
Physical Development of High school Learner
Implications to Adolescent care, education,
and parenting Three Stages of Adolescence:

Parents and teachers must be able to recognize 1. Early Adolescence- (11-12 years) onset of
the puberty.
cognitive development paths among adolescents
and create situations that will foster higher 2. Middle Adolescence- (13-16 years) identity
thinking skills through: exploration.

A. Activities at home e.g. asking teenage 3. Late Adolescence- (17-20 years) transition to
children for suggestions on family matters-- house adulthood.
physical arrangements, things to buy, places to
go to for family outing, etc. Pubertal Changes

B. Allowing more independence e.g. use of  Physical Appearance Changes

school allowances, choice on what to wear, etc.  Rapid rate of growth (next to the speed of
growth of the fetus in the uterus) known as
C. Activities in school that allow participation, growth spurts.
such as projects, field trips, joint internet  Awkwardness and unfamiliarity with bodily
research, etc., changes.
 Altered sleeping patterns.
D. Develop reading skills through magazine  Changes in parent-adolescent
articles, Internet blogs. relationships.

The Growth Spurts

Developing occupational skills
Growth Hormones condition gradual increases in
-Grades 11 and 12 in Senior High School focus body size and weight throughout life, Hormonal
on developing job-related skills often lacking even flooding with significant changes during adolescence
in college graduates. The Department of Labor known as growth spurts.
notes a mismatch between education and job
requirements, worsening unemployment. John Body Changes
Holland's theory links personality traits to suitable
careers, aiming to close this gap. -Increases in height, leg length, shoulder width,
and trunk
Realistic -This personality type prefers practical length.
tasks, including those requiring physical labor and
motor coordination, and less of interpersonal -Height growth is primarily attributed to trunk
skills (e.g. carpentry, driving, etc.) growth rather
than leg growth.
Investigative - This prefers tasks that
are conceptual such as in the fields of
science and technology as chemists,
scientists, technologists, etc.

Female:
-Growth spurts begin around age 10, peaking -Voice deepening and facial hair growth.
at age 11 and half. -Pubic hair development.
-Slow, continual growth continues for several -Voice change, caused by larynx enlargement,
years after the peak. is a key feature of male puberty.
-By age 16, girls typically reach 98% of their
Effects of Estrogen in Females:
adult height.
-Breast Enlargement accompanied by the growth
Male: of the uterus and vagina.
-Growth spurts start at age 12, peaking at -Appearance of pubic hair.
age 14, and decline around age 15 and half. -Widening of hips
-Slow, continual growth continues for several -Menarche or first menstruation
years afterward.
-Boys generally reach 98% of their adult Menarche:
height by age 17. female's first menstruation Generally achieve
beginning age 11 until age 13.
Height and Muscle Growth
Differ according to ethnicity:
-Growth in height is linked to stages of bone
-African-American and European-American girls
maturation. may exhibiting secondary sex activities as early 8
-Muscles increase in size and strength during this and 9 years; menarche as early as 11 and 12
period. years, respectively.

Overall Development Spermache:

-Growth spurts also affect weight, muscle size,
head and face maturation, and reproductive -Represents the first sign of puberty and sexual
organs. maturity, marked by the need to discharge
-All muscular and skeletal dimensions experience semen, which can occur during sleep or through
changes during adolescence. masturbation.

-While masturbation is seen as normal by

Factors Affecting Development
science, it is viewed differently in various religious
contexts.
-Hormones are powerful and highly specialized
chemical substances that interact with bodily
The Secular Trend
cells.
-It refers to the phenomenon of accelerated
Sexual Maturity
physical maturation observed in recent centuries.
Hormonal Changes
 In the 1800s, girls in industrial societies
-Puberty involves complex hormonal changes,
primarily regulated by experienced menarche at ages 15-17,
the hypothalamus and pituitary glands. while
it occurred later in more repressed
-The anterior pituitary secretes gonadotropic societies.
hormones that stimulate the gonads (ovaries in
females and testes in males).  Today, boys reach their maximum height
by ages 18-20, and girls by ages 13-14.
Hormone Secretion
 A 100 years ago, adult height was
-In males, gonadotropic hormones typically
stimulate testosterone production. 23-25 years for boys and 19-20 years for
girls.
-In females, they stimulate estrogen production.
Contributing Factors
Effects of Testosterone in Males:
-Interaction of genetic and environmental
-Spermache enlargement of the testis gland that
influences.
produces sperm in the scrotum, growth of the
penis male organ for copulation.
-Capacity for ejaculation.
-Improvements in healthcare and living
conditions.

-Control of infectious diseases.

-Better nutrition, providing increased protein and

calories from conception onward. Challenges for LGBTQ+ Adolescents

Sexual Identity- Adolescence is a critical period  Coming to terms with a positive LGBTQ+
for sexual exploration and the integration of identity can be difficult due to family,
sexuality into personal identity (Santrack, 2005; cultural, and religious factors.
Christopher, 2001).  Risks include ostracism, bullying, and
-Adolescents often focus on body image, sexual violence in a heteronormative
attractiveness, sexual activity, and future sexual environment.
relationships. Self-esteem- It refers to one's thoughts and
-While many develop a mature sexual identity, feelings about their self-concept and identity.
some experience confusion during this process. Importance: It plays a crucial role in identity
How do adolescents develop a sexual formation during adolescence, with a universal
identity? desire to maintain and enhance it across genders
and ages.
 Involves sexual orientation,
activities, interests, and behaviors Stability: Baseline self-esteem remains stable
(Bugwell & Rosenthal, throughout adolescence, but barometric
1996). (unstable) self-esteem can fluctuate, potentially
leading to distress and anxiety.
 Adolescents may experience
varying levels of anxiety regarding sex, Gender Differences
with some being sexually active while Girls: Gain self-esteem through supportive
others remain inactive. relationships with friends and social support.
Understanding Sexual Orientation Boys: Derive self-esteem from asserting
-Sexual orientation can be heterosexual independence and influencing others.
(opposite sex), homosexual (same sex), or • The lack of romantic competence - failure to
bisexual (both). meet the affection of the opposite sex can be a
-The development of sexual orientation is major contributor to low self-esteem in adolescent
debated and may involve both genetic (nature) boys.
and environmental (nurture) influences. -In a Meyer study, the end of a romantic
Stages of Sexual Identity Development relationship can affect both boys and girls, but
(Froiden's Model): girls are twice as likely to experience depression,
while boys are three to four times more likely to
-Sensitization: Recognizing same-sex commit suicide.
attractions.
Understanding Adolescent Development for
-Identity Confusion: Experiencing turmoil Effective Child Care, Education, and Parenting
regarding sexual orientation.
-Behavioral Awareness: Parents and educators
-Identity Assumption: Coming out and self- must understand the behavioral changes in
defining as gay, lesbian, or bisexual. adolescents, which often involve increased use of
technology and social media.
-Commitment: Adopting a sexual identity as a
lifestyle. -Communication & Support: Open
communication, guidance, and support are crucial
to navigate these changes and address potential  Cleanliness and grooming
issues.
 Appropriate attire

 Good posture

 Effective communication (eye contact)

-Technology's Impact: Excessive technology
use can negatively impact sleep, leading to  Decorum and self-assuredness
drowsiness, sleep problems, and depression. Socio Emotional Development Of Adolences
-Self-Esteem: Educators must be aware of -During adolescence the teen develops social
potential drops in self-esteem among adolescents cognition in the context of family structure, the
and provide necessary support. school, the community, and media.
-Mental Well-being: Strong support from both Socio- Emotional Changes
parents and teachers is essential to protect
adolescent's mental health and well-being, 1. Human Emotions- emotions are subjective
especially concerning schoolwork and reactions to internal or external stimuli, involving
relationships. physical changes, actions, and appraisals.
They're more than just feelings; they're complex
Adolescent Nutrition: A Balanced Approach responses.
-Essential Nutrients: Adolescents need The unique patterns of emotions are:
sufficient vitamins (B12, D, riboflavin), minerals
(calcium, zinc, iron), and protein for healthy  event that is strong or important
growth and development.
 physiological changes in heart pulse rate,
-Vegetarian Diets: While vegetables are brain activity, hormone levels and body
beneficial, purely vegetarian diets may lack temperature
essential nutrients; careful planning is crucial.
 readiness for action often described as “fight
-Balanced Diet: A balanced diet includes a or flight”
variety of foods, such as dairy products, eggs,
and lean protein sources, to ensure complete  dependence of the emotion on how the
nutritional intake. stimulus is appraised or interpreted.

-Healthy Eating Habits: Regular meals and Biological Basis: The autonomic nervous
limiting consumption of fast food are vital for system (ANS) controls emotional reactions.
achieving optimal nutrition. The ANS has two branches:

Body Image and Adolescents: Beyond  The sympathetic nervous system (arousal)
Physical Appearance
 The parasympathetic nervous system
Self-Confidence: Adolescents experience (calming)
heightened body image consciousness. Building
 These branches work together to regulate the
self-confidence is key.
body's response to challenges.
Acceptance of Genetic Heritage: Physical
2. Positive and Negative Emotions-
features (looks, size, skin color) are largely
determined by genetics and should be accepted Emotions play a crucial role in directing our
and respected. attention and motivating our responses to various
situations. Positive emotions, such as interest
Importance of Habits: Positive self-image
and joy, encourage individuals to engage in
extends beyond physical attributes and
behaviors, while negative emotions lead to
encompasses good habits such as:
withdrawal from potentially harmful situations.
Charles Darwin identified six basic emotions:
interest, joy/happiness, sadness, anger, disgust, their emotions tend to be happier, better liked
and fear. Later research expanded this list to and better able to pay attention and learn.
include additional emotions like love, pride, hope,
gratitude, compassion, jealousy, and anxiety.

3. Social Emotions-

 Start as early as 15-24 months.

 Comparised by the feelings as envy,

embarrassment, shame, guilt, and pride.

 Emotional competence

 Organizes recall which tend to remember

the details of strong experiences.

 Early learners emotions affect learning.

Highschool Girls

-Skilled in regulating emotions.

-more likely to be anxious and twice as likely to

be depressed.

Highschool Boys

-Irritable and aggressive.

-feel many emotions related to their sexuality

includes desire, confusion, and fear.

ADOLESCENT

-poor emotional control and stress from

relationship

-emotions from social evaluation

-Stereotype as a moody and negative

-argues against stereotyping

The adolescent and social media

-Social media greatly influences teenagers' lives,

offering connection, self-expression, and
entertainment. While it can boost creativity and
support, it also brings challenges like anxiety, low
self-esteem, and cyberbully.

Implication to Adolescent Care, Education and

Parenting

The overall implication is that emotional skills

influence the adolescent learner’s success in
class work. Learners who are able to regulate