Child and Adolescent Learners and Learning Principles

Module 3
Worksheet 1
Pre-Developmental – The Primary Schooler
1. Make a poem showing the pre-natal development
The first trimester begins in month one.
Ovulation and conception are two different things.
Week 4 will reveal whether or not she has conceived using some home pregnancy tests.
The embryo is made out of only two cells.
The indications of pregnancy are visible in the second month.
She is experiencing extreme exhaustion, frequent urination, morning sickness, and hormone fluctuation.
The baby's heart begins to beat.
The baby's brain is then created.
In the third month, the embryo develops into a fetus.
She is experiencing less morning sickness.
The fetus is roughly the same size as a plum.
The second trimester begins in month four.
The baby's bones are hardening and will be visible on an x-ray in the near future.
The infant is around 5 inches long and weighs approximately 5 ounces.
On the fifth month, she feels the baby kick for the first time.
Hearing begins to develop in the newborn.
During this month, she has common aches and pains.
Backaches, indigestion, heartburn, headaches, water retention, disorientation, and constipation are just a
few of the symptoms you may experience.
Her pregnancy is now in its sixth month.
The baby will be practically fully formed by the end of the month.
Braxton Hicks contractions are a possibility in the seventh month.
The baby's brain is starting to process visual and auditory information.
The baby is around 13 inches long.
The baby is completely grown and gaining weight in month eight.
The lungs of the newborn are virtually fully developed.
Finally, the last month of pregnancy arrives.
She has common aches and pains in month nine.
Braxton Hicks contractions, pelvic discomfort, and insomnia are all symptoms of menopause.
Her due date is approaching, and she is currently in labor.
As she lies in her hospital bed, she pushes.
A large smile appears on her face till she hears a cry.
The baby has been born.

Development of the Learners of Various Stages (Intermediate to High School)

Module 4
Worksheet 1
1. What can teachers do to help encourage creativity in children? Consider the areas in the teaching –
learning process.
- The Learning Environment
Place a premium on adaptable seats.
Make use of creative grouping.
Set visual objectives.
Look for unique materials.
Make use of your imagination when it comes to classroom management.
Accept alternate judgments with open arms.
Encourage independence.
Encourage collaboration and conversation.
- The Planning of Activities
Look for thrills.
Encourage your students to read as well.
Include the arts in your plan.
Make use of technology
Students' interests should be taken into consideration.
Determine the learning goals.
Make a plan to order the lessons in a way that is both engaging and relevant.
- The Designing of Instructional Materials
Consult with other educators
Add some exercises that involve using arts and abilities to encourage creativity.
Set up learning activities that allow students to express themselves creatively in ways that are relevant,
fascinating, and worthwhile.
Make the learner aware of the performance goal.
Include both visual and audio-visual assistance in your presentation.
take into account both the breadth and depth of content in order to maximize student learning
Create an interest goal that will help the learner attain direct effort by appealing to the individual's
attention.

Worksheet 2
1. Read more on researches relevant to the cognitive development of intermediate school children.
summarize one research report with all the parts of an abstract given in Part 1, Unit 1, Module 1.
Cognitive development does show, however, a number of weaker stagelike characteristics. First, within a
domain, development occurs in orderly sequences of steps for relatively homogeneous populations of
children (Flavell, 1972). More generally, there appear to be times of large-scale reorganization of
behaviors across many (but not all) domains. We use the term steps to designate any qualitative change
that can be described in terms of a developmental sequence, regardless of whether it involves a new level.
When steps are defined abstractly and in broad terms or when large groups of skills are considered,
developmental sequences seem to show universality across domains and across children in different social
groups.  One of the primary tasks for cognitive developmentalists is to devise a system for analyzing
structural equivalences across domains (Flavell, 1972, 1982a; Wohlwill, 1973).

2. Look for the relationship of human and cognitive development.

The process by which humans acquire, organize, and learn to use knowledge is known as cognitive
development. The focus of the discussion of 'what develops' is on ideas, mental groupings of comparable
objects, and other entities that play a critical role in organizing experience knowledge. The way children
think, explore, and figure things out is referred to as cognitive development. It is the growth of
information, skills, problem-solving abilities, and attitudes that enable children to think about and
comprehend the world around them. Children's cognitive development allows them to pay attention and
think about the world around them. Working memory, attention, and a child's ability to regulate and
respond to the experiences and information they encounter on a daily basis are all part of cognitive
development.

Worksheet 3
Most significant event in your childhood.
1. Why was this event so significant.
My mother went to work in another country when I was in kindergarten. We were left in the hands of our
father. This event is significant because it was during this time that I first witnessed our father taking care
of all of us by himself. Second, because my father was so rigorous that I was afraid of him, I grew closer
to him. I was able to present him with a souvenir that I had made at school. I also realized that he loves all
of us siblings equally, which was a relief because I had always felt unloved in comparison to my brothers.
Third, even if it was just for a little while, I had the opportunity to care for a younger sibling.
2. What do you think were the factors that made you reat or feel that way?
The fact that I was the only girl was a major influence in my feeling that I wasn't loved by my parents. I
have three brothers, all of whom are quite intelligent. I wasn't as bright as they were, and I couldn't meet
my parents' expectations. This was something I was continuously thinking about. And when I saw how
my father came to my kindergarten graduation and even got me a new pair of jelly sandals, I realized he
wasn't all that scary or unaffectionate.
3. How do you think this event has affected you socially and emotionally?
On the negative side, this occurrence occupies the most place in my anxiety. The feeling of being
unwanted lingered until I was in high school. As a result, I never tried my hardest in school since I
assumed they wouldn't notice if I was at the bottom of the class. I wouldn't even dare to say hello to my
brothers at school because I always assumed they were embarrassed by me. This forced me to rely on my
pals, even if they were negative influencers. Because I was dissatisfied with my accomplishments, I
became the one who makes others happy. I evolved into a person who enjoys interacting with others and
is quite outspoken and noisy.
4. Thinking about it, do you think you could have acted or felt differently?
As a grown up person, and especially as someone who has been changed by God's grace, as I reflect on
these events and their consequences, I believe I should have acted and felt differently. It was such a
flimsy justification for me to act in that manner. I never gave it a second thought as to why God permitted
it to happen to me. I never had high hopes for it. Despite the fact that I wasn't an only child, I thought of
myself as a selfish person since I only wanted things to be about me. Untrue thoughts were one of the
factors that contributed to my low self-esteem at the time.

Worksheet 4
Interview a parent or teacher of an intermediate schooler. Use the questions below as your guide. Write
your conclusions and insights.
Name of parent:
Age and Grade level of the Child: Grade 4-6
Gender of Child:
Questions:
a. What were some marked changes in your child as he/she reached the intermediate level?
b. How can you describe his/her interactions with parents, sibling(s) – if any, teachers and peers?
c. What can you say about your child’s self-confidence and self-esteem?
d. What activities in the home do you do to help your child interact with people around him/her?
My Insights:
Worksheet 5
1. Cite at least 5 big ideas from this module. Give a concrete application of each in your personal life.
a. Physical Development of the Intermediate Pupil Happens/ They hit puberty
- When I was in sixth grade, I was self-conscious because my breasts were not as large as those of the
other girls in my class, and I believed that this was what defined a woman.
b. Schooles at this age become more intelligent and skillful
- My classmates and I used to be so competitive in 6th grade about whose writing was the most beautiful,
and the one who spoke English the best was the first boss. The girls also realized that they can play the
xylophone well, so we joined the school band, where I eventually became the band leader, and we
discovered our dance abilities.
c. Intermediate schoolers develop emotionally and socially
- When I was in fourth grade, I would always witness grade six students singing sorrowful songs as if
they were heartbroken. The girls also cry because of a guy who has rejected them or has rejected them in
some way. While my girl friends and I were so confident at this age, we decided to compete with ladies
from other schools in terms of popularity and skillfulness.
d. High School Learners Grow and Develop More
- When I first got my period, I had no idea what to do. I also wanted to be more self-sufficient and have
my own space. I learned how to apply and use cosmetics because I wanted to look attractive.
e. Intelligence of High Schoolers Develop as they Grow
- In junior high school, I had little interest in mathematics. The formulas are difficult for me to
comprehend. I was so shocked when I entered senior high school that I understood one lesson, and so on.
Math was one of my favorite subjects. At the time, my brain was in such good shape that I was even at
the top of my class.

Worksheet 6
I. Share real life experiences about the following and relate them to your cognitive development:
A. Your grade (possible awards, recognition) and how these affected you.
In junior high school, I never received very good grades. I never even received awards and wasn’t able to
be at the honor rolls when almost all of my classmates were given medals during moving up ceremony,
except me and four others. As soon as I entered senior high school, I began to obtain excellent grades. I
couldn't believe I was able to pull it off. Due of the pandemic, we were unable to hold a commencement
celebration for our class. Our academic and extracurricular honors, on the other hand, were awarded to us.
I was able to finish with honors in my class and win a medal, as well as the athlete of the year award. I
was completely overwhelmed. It inspired me to work harder. When I started university, I became quite
competitive and was able to retain high grades. But, because that wasn't what I wanted, I switched to
another course. I was very driven to do my best right away when I first started, and I wanted to set lofty
goals and achieve great marks.
B. Special Projects that gave you opportunities for higher thinking (e.g. IT research, workshops, planning,
discovering, organizing, finishing a project) and what cognitive processes were demanded for you.
When I was in grade 12, the final requirement for our Entrepreneurship class was to write a business plan.
It was similar to writing a research report, except for your own business. I had to do some study because I
knew nothing about business. We were required to think critically and as if we were businessmen.
Executive summaries, business proponents, and a slew of other business-related divisions were created.
Making the business strategy, learning and memory, thinking and reasoning, evaluating, and language
was demanded for me.

II. Give one important concept that you learned under each then give its application in the teaching-
learning process.
One Concept Learned
1. Piaget’s formal operation stage
- The concept of abstraction emerges. Teens begin
to consider moral, philosophical, ethical, social,
and political questions that necessitate the use of
theoretical and abstract reasoning. Begin to apply
deductive logic, which is the process of reasoning
from a general concept to specific data.
2. Siegler’s Information-Processing Skills
- Humans, like computers, actively process the
information they get from their senses. When our
brains receive information, record it, mold it, and
store it, we are learning.
3. Metacognition
- Students recognize the gap between being
familiar with a topic and understanding it deeply.
Enhance student learning, both for immediate
outcomes and for helping students to understand
their own learning processes
4. Overachievement
- Student/s do better than expected or attain
greater success.
5. Underachievment
- Student/s who do not meet their potential or do
not do as well as their peers anticipate
An Application in the teaching-learning
process
Teachers can make students solve mathematical
functions. Teachers can just give them numerical
formulas instead of word problems.
Have the pupil demonstrate that he or she
understands the instructions (repeating the
information back does not necessarily
demonstrate understanding).
Maintain a concrete tone and use examples to
illustrate your points.
Use words that students are comfortable with.
By planning, monitoring, assessing, and altering
their instructional goals and teaching practices in
line with their students' needs and the
sociocultural context, teachers can increase
awareness of and control over how they think and
teach.
Give students a sense of control and be clear
about the learning objectives. Students who are
overachievers are complimented.
Create curriculum activities depending on the
needs and interests of the youngsters. With
remedial strategies, students are given chances to
excel in their areas of strength and interest while
opportunities are provided in specific areas of
learning deficiencies.
Worksheet 7
1. Reflect on the practices of your past teachers. Which ones encouraged your cognitive development as
an adolescent and which one did not?
One teacher explained a mathematical formula using words that are understandable. He doesn’t
incorporate the use of technology, instead taught in the old school way. He explains patiently and
passionately so excelled in that subject. While the other, uses technology often times and rely on the short
sentences to teach us the formula. She sometimes focuses on excelling students rather than the failing
ones. I wasn’t interested at her subject at all.
2. As a future teacher, what lessons have you learned from your past teachers regarding ways of
enhancing adolescent’s cognitive development?
As a future teacher, I would never ever use physical punishments such as kicking the students’ knee just
like how my past high school teacher did. Learned from a really good teacher, I would relate or
implement the student interest in the lesson, such as what is currently trending in the social media world. I
would also think of myself as their age to better understand them, but will still keep authority for them to
show respect. When I see one student has potential in which he/she doesn’t know about, I will push and
encourage the student to do tasks related to his/her skills and make them join competitions to enhance
their skills.