Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE BSED COURSE NO. PROF ED 1

PROGRAM
SPECIALIZATION English, Filipino, COURSE THE CHILD AND ADOLESCENT
Mathematics, TITLE LEARNERS AND THE LEARNING
Social Studies PRINCIPLES
and Science
YEAR LEVEL 2 TIME FRAME 6HRS WK 14-15 IM 25
NO. NO.

I. UNIT TITLE/CHAPTER TITLE

I. Development of the Learners at Various Stages

II. LESSON TITLE: Adolescence (The High School Learner)

1. Cognitive Development of High School Learners

III. LESSON OVERVIEW

Adolescence is a time for rapid cognitive development. At this stage of development, there is a
decrease in egocentric thoughts, while the individual’s thinking takes more of an abstract form.
This allows the individual to think and reason in a wider perspective. Behavioral studies also
show the development of executive functions comprised by cognitive functions that enable the
control and coordination of thoughts and behavior. Adolescence is therefore a period of human
development that has a great influence on the individual’s future life through character and
personality formation.

IV. DESIRED LEARNING OUTCOMES

a. to describe the cognitive development of adolescents in the light of Piaget’s and Siegler’s
cognitive development theories;
b. to explain the consequences of the adolescents’ cognitive development on their behavior;
c. to define over achievement and under achievement and propose solutions to under
achievement;
d. to present an abstract of a recent research related to cognitive development of adolescent;
and
e. to draw implications of these cognitive development concepts to high school teaching-
learning and parenting.

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 1 of 4
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021

V. LESSON CONTENT

MODULE 25
Cognitive Development of High School Learners

Similarly, remarkably as the physical changes during adolescence are changes in

thinking patterns. These changes are marked by the acquisition of new cognitive skills due to
the brain’s increasing in weight and refining synaptic connections (technically known as
CORPUS COLLOSUM) which join and coordinate the two correlated temporal and parietal
areas (technically known as MYELINATION)

Piaget’s Formal Operational Thinker

Piaget formulated the theory of Formal Operational Thinking which demonstrates how
the cognitive capacity of the adolescent allows him/her to go beyond the sensible and concrete
in order to dwell on what is abstract, hypothetical and possible. More specifically Formal
Operational Thinking consists in:

1. Propositional Thinking: making assertions outside visual evidence and stating

what may be possible in things not seen by the eyes (for example, whether an
unseen object is red or green, big or small, flat or round).
2. Relativistic Thinking: subjectively making an opinion on facts – involving one’s own
bias, prejudice of distortion of facts- which may be either right or wrong (for example,
arguing for or against the superiority of the races, whether white, brown, yellow or
black.
3. Real versus Possible: examining a situation and exploring the possible in terms of
situations or solutions (e.g.; possible success in implementing a student project or a
school policy).

A new capacity known as Hypothetic-Deductive Reasoning emerges in the adolescent

reasoning from general facts / situations to a particular conclusion. The school pendulum
experiment is an example od deducing from variables and generating and recognizing a
truth, expressed by the transitional process of deriving a conclusion from a hypothesis.

Siegler’s Information Processing Skills

As in information-processing theories, Robert Siegler views the influence of the
environment on thinking. He sees cognitive growth, not as stages of development, but more of a
sequential acquisition of specific knowledge and strategies for problem-solving. He observes the
quality of information the adolescent processes that influences him/her in facing tasks and hand
through strategies or rules.

In his experiments, Siegler used rule models in relation to balance, weight, distance,
conflict-weight, conflict-distance and other conflict balance problems.

Metacognition
Among the cognitive advances in adolescence is metacognition which is the ability of
identity one’s own thinking processes and strategies inclusive of perception, memory,
understanding, application, analysis, assessment and innovation. The adolescent is able to
state “I know that” among the memory data stored in his mind; also able to state “I know
how” referring to procedural processes that improves memory recall through the use of
mnemonic device.

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 2 of 4
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021

Overachievement
During adolescence, he/she can achieve very high academic grades, in spite of not
getting IQ grades that are at the top 3 or 5 percent of the bell curve.

Characteristics of Overachievers

1. Positive self-value (self-esteem, confidence, optimism);

2. Openness to authority (responsive to expectations of parents and teachers);
3. Positive interpersonal relations (responsive and sensitive to feelings of others);
4. Less conflict on the issue of self-autonomy (feels freedom to make right choices,
initiates and leads activities);
5. Academic orientation (disciplined work habits, high motivation to discover and
learn, interest in study values and varied fields of study);
6. Goal orientation (efficiency and energy in organizing, planning, setting target,
prioritizing long-term goals over short-term rewards); and
7. Control over anxiety (well composed and relaxed performance of organized tasks).

Underachievement
The adolescent may perform below the standards set. Possible potentials do not cope
with the opportunity to learn and score in the top quarter of measured academic ability.
Withdrawn underachievement refer to those who have a more pronounced tendency to be
passive resulting in being submissive and docile. They follow the path of no resistance, not
reacting to given assignments and school regulations. Generally quiet, they do not participate in
class activities. Aggressive underachievement is those who tend to be talkative disruptive and
rebellious.

Behavior and adolescent cognitive growth

There are behavioral tendencies which may accompany cognitive growth during
adolescence. These are:
1. Egocentrism this is the adolescents’ tendency to think too much of themselves,
while being too sensitive to social acceptance of their appearance, actions, feelings,
ideas, etc.
2. Idealism this refers to imagining the far-fetched and less ideal situations at home, in
school, and in society.
3. Increased Argumentativeness teens enjoy learning through the use of group
dynamics including role play, discussion, debate, and drama.

VI. LEARNING ACTIVITIES:

Sharing with the small group of past personal experience on cognitive development.

VII. ASSIGNMENT

a) What were the improvements of your thought patterns during adolescence comparing
these with those of your elementary school days?

VIII. EVALUATION (Note: Not to be included in the student’s copy of the IM)

IX. REFERENCES
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 3 of 4
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021

A. Books
1. Bergin, C. and Bergin D. 2018. Child and Adolescent Development in your Classroom (3rd ed.)
USA: Cengage Learning
2. Bergin, C.C. and Bergin, D.A. 2015.Child and Adolescent Development in your Classroom:
Cengage Learning. Stamford USA.
3. Corpuz, Brenda B. et.al. 2018. The Child and Adolescent Learners and Learning Principles:
OBE-PPST-Based, PAFTE Project Write. Lorimar Publishing Inc.
4. Kandel, D.B., Parent-adolescent relationships and adolescent independence in the US and
Denmark, Journal of Marriage and the Family, 69, 348-358
5. Marion, Marian. Guidance of Young Children, USA: Pearson Merrill-Prentice Hall, 2007.
6. Ormrod, J.E.2011. Educational Psychology: Developing Learners (7th Ed.) Boston: Pearson/Ally
& Bacon.
7. Preschoolers Cognitive Development. USA: Magna Systems, 2007.
8. Preschoolers Physical Development. USA: Magna Systems, 2006.
9. Santrock, John, W. 2002. Life-Span Development, 8th ed., New York: McGraw-Hill Companies.
10. Trawick, Smith, Jeffrey. 2006. Early Childhood Development A Multicultural Perspective USA:
Prentice Hall, 4th edition.
11. Woolfolk, Anita .2013. Educational Psychology. Pearson Education Inc.: New Jersey
B. e-Resources
1. http://www.cdipage.com/development.htm
2. http://www.yale.edu/ynhti/curriculum/units/1980/5/80.05.03.x/htm1#f
3. http://www/squidoo.com/folicacidpregnant

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 4 of 4