High school learners are qualitatively different than younger learners. You certainly can “teach an ancient dog new tricks” by understanding the cognitive and social characteristics of high school learners. Using the right instructional strategies to make the most of the learning advantages and address the learning challenges of high school learners can make all the difference in their success. High School Cognitive Development Most high school students have achieved the formal operational stage, as described by Piaget. These students can reckon abstractly and need less concrete examples to know complex thought patterns. Generally language, most students share the following characteristics: 1. Need to know the purpose and relevance of instructional activities 2. Are both internally and externally motivated 3. Have self-forced cognitive barriers due to years of academic failure and lack self-confidence 4. May have “shut down” in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning 5. Want to establish immediate and long-term personal goals 6. Want to assume individual dependability for learning and progress toward goals High School Social Development

High school students are experimenting with adult-like relationships. Generally language, most students share the following characteristics: 1. Interested in co-educational activities 2. Desire adult leadership roles and autonomy in plotting 3. Want adults to assume a chiefly support role in their education 4. Developing a community consciousness 5. Need opportunities for self-expression

High School Instructional Strategies High school students are still concerned about the cataloging that takes house, when one is identified as a remedial reader. Marks and stereotypes are both externally forced (by other students and, now and again their parents), but are primarily internally forced (by the students themselves). Years of academic failure, due to lack of reading proficiency, have smashed students’ self-esteem. Many students have lost confidence in their ability to learn. Students have developed coping mechanisms, such as reading survival skills e.g., audio books or peer/parent readers, or behavioral problems, or the “Whatever… I don’t care attitudes” to dodge the tough work of learning how to read well. High school teachers need to be extremely mindful of student self-perceptions. A few discussion points may be helpful: “Unfortunately, some of your past reading instruction was poor; it’s not your fault that you have some skills to work on.” a.k.a. “hold responsible someone else” “You can learn in this class. If you come to class willing to try everyday, you will significantly improve your reading, I promise.” “I know you have tried before, but this time is different.” “You will be able to chart your own progress and see what you are learning in this class.” “Some of my past students were like some of you. For example, ___________ and he passed the high school exit exam after finishing this class. For example, ___________ got caught up to grade level reading and is institution right now.” Personal anecdotes provide role models and hope for high school remedial readers. Any former students who have been successful will provide “street credibility” to the teacher and the class. “You aren’t in this class forever. As soon as you master your missing skills, you are out.”