Teens Teaching Theories and Instructional

Teens Teaching Theories and Instructional Methods

TARGET: TEENS TEACHING THEORIES and INSTRUCTIONAL METHODS

Philosophical Foundations for Providing Instruction

In targeting the teen population for provision of education relating to substance abuse the most likely philosophical base will be a combination of empiricism and pragmatism. Adolescents "will learn by empiricism and will subsequently make healthy behavioral choices." (Stanhope & Lancaster, nd) Empiricism is stated to be the "objective and systematic method used for observation of and collection of information. Interpretivism defines the process of the "use of reason and perception to structure and gain information" and that the knowledge is then "constructed so that it has personal meaning for the targeted audience." (Ibid) Interprevtivism will assist teens in understanding their personal view about substance abuse and to then to consider in a logical manner the weight of their choices.

Combination of Learning Theories

The critical and social learning theories are applicable in this case because first in the critical theory the depth of knowledge is increased and accompanied by a dialogue that is ongoing. The social learning theory will be effective where expectations and beliefs need to be changed and the information needs to be linked with the beliefs and values of the individual.

III. Instructional Format

The instruction in this instance to teenagers concerning substance abuse would likely be presented first in an informative way such as a slide show or short talk about the facts associated with substance abuse. It would be highly effective to have someone the same age as the teens who has had a problem with substance abuse to come into the classroom and talk with the teens about the 'real-life' experience of substance abuse. According to the work reviewed a small informal group would be the optimal learning environment for teens being instructed concerning substance abuse. Furthermore, the 'Interpersonal Realm' will be fertile learning ground in this instance in that it is a "therapeutic, supportive" environment that is "conducive to providing quality educational interaction" with the learners contributing through their interest and responsiveness to the subject in the group interactions.