This document covers objectives and content for a professional studies course on teaching 14-19 learners. It discusses examining the profile of 14-19 learners, considering their physical, cognitive, psychological, and emotional development during adolescence. It also addresses how adolescent development impacts learning and behavior, and how teaching environments and college ethos can affect learners' growth. The document provides an overview of learning programs for 14-19 learners and references theories of adolescent development.

1. 14-19 PGCE
Professional Studies

2. P3 – a) Who are our learners?
Objective
 To examine the profile of the 14-19 learner
as well as consider the physical, cognitive,
psychological & emotional changes they
experience during childhood and
adolescence

3. P3 – b) Adolescent Development:
learning and behaviour
Objectives
 To examine the effects of physical, intellectual and
emotional development on the behaviour and learning of
adolescents
 To consider the impact of different teaching
environments on learners’ learning
 To consider how the ethos of a FE college can affect the
cultural, moral, social and spiritual growth of 14-19
learners
 To develop an awareness of the range of roles,
responsibilities, qualities and skills required by teachers
in FE colleges / schools.

4. P3 – c) What will you have to teach
14-19 learners?
Objective
 To provide a brief overview of the learning
programmes offered to 14-19 learners in
schools and colleges

5. Background reading
 Turner, T. (2001) ‘Growth, development and diet’ in
Capel, S. et al (eds) Learning to Teach in the
Secondary School. (5th edn) London: Routledge-
Falmer. Unit 4.2
 Turner, T. (2001) ‘Cognitive Development’ in Capel, S.
et al (eds) Learning to Teach in the Secondary School.
(5th edn) London: Routledge-Falmer Unit 4.3.
 Harkin, J etal (2001) Teaching Young Adults’ London:
Routledge-Falmer

6. Standards
QTS:
Q1 - Have high...
Q2 – Demonstrate the...
Q18 – Understand how...
QTLS:
AK1.1 – What motivates...
AK2.2 – Ways in which...
AK3.1 – Issues of...

7. a) Who are our learners?

8. Group task
What is your experience of the learning
behaviour of the 14 – 19 age group?
What is your experience of the social behaviour
of the 14-19 age group?

9. So...
You have chosen to focus your teaching on a
potentially very awkward, but nevertheless
exciting group of learners who are exciting
specifically because they are challenging and
developing at an important stage of life.

10. The types of pupil misbehaviour most
frequently cited by teachers are:
Jot down the first one you can think of...

11. Excessive talking or talking out of turn
Being noisy - verbal eg shouting across room
non verbal eg dropping bag onto the floor
Not paying attention to the teacher
Not getting on with the work required
Being out of their seat without good cause
Hindering other pupils
Arriving late for lessons
From Essential Teaching Skills - Kyriacou

12. Causes:
Boredom
Prolonged mental effort
Inability to do the work
Being sociable
Low academic self esteem
Emotional difficulties
Poor attitude
Lack of negative consequences

13. In groups, choose any 3 and work out a possible cause and a possible solution
Behaviour Cause Solution
Excessive talking or talking out of turn
Being noisy - verbal eg shouting across room
non verbal eg dropping bag onto the floor
Not paying attention to the teacher
Not getting on with the work required
Being out of their seat without good cause
Hindering other pupils
Arriving late for lessons

14. “Adolescence is a period of growth and of physical, mental and
emotional change. These changes take place against a
background of family life, within a particular society and
culture that has expectations of its young people.
“Young people often bring to school the expectations of their
family which carry both advantages and disadvantages...”
Turner, T. (2001) ‘Growth, development and diet’ in Capel, S. et al (eds) Learning to Teach in
the Secondary School. (5th edn) London: Routledge-Falmer. Unit 4.2

15. Compulsory age learners expect:
The teacher to know who they are (names!)
Links between their learning experience and life
Interactive and practical lessons
A creative challenge

16. National Advisory Committee on Creative and Cultural
Education (NACCCE) lessons should have:
Imagination
Purpose
Originality
Value
“imaginative activity fashioned so as to produce outcomes that are both
original and of value”
Make the link between creative teaching and creative learning!

17. starters
http://www.teachers.tv/video/35564
Devise one for your subject area

18. Post compulsory learners expect:
Expect to be taught and expect to learn
Expect to work hard
Expect that their work is related to the specification
and exam
Expect to be treated as adults

19. Effective questioning – Bloom’s taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

20. Group Work
Piaget Vygotsky
Stages of development Maslow
Sensori motor Skinner
Erik Eriksson
Preoperational
Concrete Operational
Stage 4 – Formal Operational stage approx 11+
http://www.youtube.com/watch?v=zjJdcXA1KH8&fe
ature=PlayList&p=D040BA09E49C1E63&index=3

21. Presentations
Group 1
Group 2
Group 3
Group 4