High School Tips: Cognitive Development

15-18 years old

Problem Solving:
Much of what we do everyday requires problem solving. This can be from dealing
with problems that are emotional/personal, problems at work, and even
problems at school. These problems very from how abstract they are, to how
simple they are.

Types of problems High school students might be

dealing with:
o Finding the answer to a hard deduction problem in math
o Being able to relate to slaves and write about slavery in History
o Deciding on how much to spend on a prom outfit
o Deciding how much time to spend on video games when you have an
assignment to finish
o Planning on their future after high school
o Thinking about pregnancies and Contraception

How do students solve these problems?

According to Piaget, Cognitive development happens in stages. In the adolescent
years, the youth move beyond the limitations of concrete mental operations and
develop the ability to think in a more abstract manner. Piaget called this new
ability “Formal Operations”. The formal operational stage corresponds to roughly
12 years of age through adulthood. This is when children are able to think
abstractly about can answer problems and think of things that might not
physically exist.(Bergin&Bergin, 2012)

But wait.... who is Piaget again?

Jean Piaget was born in 1896 in Switzerland. He suggested that
children sort the knowledge they acquire through their
experiences and growth, which happens in stages. He didn’t
identify himself as a psychologist, but as a genetic
epidemiologist. He influenced many notable psychologists
including Howard Gardner. (Cherry, n.d.)

What does Formal Operation consist of?

A. Proportional thinking: making assertions outside visual

evidence and stating what may be possible in things not seen by the eyes.

B. Relativistic thinking: subjectivity making an opinion on facts

involving one´s own bias, prejudice of faces- which may be either right or
wrong.

C. Real Vs. Possible: examining a situation and exploring the possible terms

of a situation, or solution.

(unknown author,2013)

The formal operational stage is the fourth and final

stage of Piaget's theory of cognitive development.
Characteristics of The Formal Operational Stage: This stage begins
around age 12 and continues into adulthood. Throughout this period the
development of the ability to think abstractly is present. Logical thought,
deductive reasoning, and planning now come alive. (Brain, 2005)

Logic: Logic is very important during this developmental stage. This requires the
ability to use things that you’ve learned and use the skills and knowledge to
determine an outcome. Hypothetical thinking is very much so present here. This
is most required for math and sciences. (Cherry, n.d.)
 Abstract Thought: Abstract vs. Concrete thinking. Different from previous
stages the ability to think abstractly becomes present in the formal operational
stage. You now don’t just rely on previous experience you start to consider
possible outcomes and consequences for what you do. (Cherry, n.d.) This type of
thinking is extremely important for development.

Problem solving: Different from the trial and error methods used in previous
stages you are now able to solve a problem logically and by following a method.
During this stage you are able to quickly plan an organized method to solve a
problem. (Cherry, n.d.)

Observations About the Formal Operational Stage: Concrete objects are

no longer required. Methods and movements can now be processed in a
hypothetical order in your head. "The formal operational thinker has the ability
to consider many different solutions to a problem before acting. This greatly
increases efficiency, because the individual can avoid potentially unsuccessful
attempts at solving a problem. The formal operational person considers past
experiences, present demands, and future consequences in attempting to
maximize the success of his or her adaptation to the world." (Salkind, 2004)

English / Reading
Abstract thinking is present especially, when it
comes to literature, a lot of authors will "pack a lot
of meaning" into short phrases, passages, or even
particular words. When we read like a detective or
are observational readers, we must "unpack" that
language to determine the layers of meaning the
author poses. So, below (on the left) we see that
as readers we start with the concrete and unpack,
but then as creators or writers, we have to take
those abstract ideas and pack them into something
concrete (a metaphor) for others to then make
sense of. (Wessling, 2012)

Math
In high school, math tends to get very different. Less
actual numbers are seen, and more letters are being
represented. In math, students need to use logic when
using formulas. When doing word problems that
require students to think about scenarios, students are
using a higher level of thinking. This can be seen in
problems that are asking how fast a car will travel if it
traveling at 60 mph for an hour.
 Science

With abstract thought, students are beginning to consider

outcomes to some actions. For example, before an experiment is
even started, students are required to write a hypothesis to their
question. They are thinking of the future and having reasoning
for it.

Life
For teenagers, sexuality is developing just as quickly as cognition and behavior.
The question about contraception and pregnancies are very popular during high
school. According to Piaget, formal operations allow for consideration of the
"possible," in such a way that reality becomes secondary to possibility.
(Gordon,1990) This is suggesting that formal operation thought is needed when
thinking about intimate relations. Evaluation of alternatives demands the use of
propositional logic.

Teacher Tips
Ask your students for explanations. When teachers ask students to explain their
own or even another’s reasoning, they are encouraging cognitive development.
Ask questions that deal with the “Why?” aspect of a situation in order to improve
their problem solving.

Provide feedback on strategies used by students, and also modeling for students
to observe and create their own ideas. Students learn by observing each other
more than by observing an expert or adult. For example, in a physics class, or any
other mathematics or science course, it is helpful for students to watch how other
classmates correctly solve certain problems.

Ask students to reflect on their own strategies. This simple, metacognitive-

strategy training method allows students to develop better reasoning abilities as
they evaluate their own work.

Make time for peer review in order to allow students to compare their work. In
mathematics especially, this lets students view different perspectives on solving
problems. Sometimes a mathematical equation can be solved in more than one
way, and if students see how the problems are solved differently first-hand, they
can begin to question which strategy would be more efficient. This helps students
understand abstract concepts as well as procedures.

According to Piaget, argument promotes reasoning ability as well as

metacognition. Implement argumentation skills during class by requiring
students to defend their statements and reasons. Class discussions are an
excellent way to do this.

Not only is it helpful for students to support their own claims with evidence, but
it is also effective for students to identify and address the weak points in another’s
argument.

If teaching an English class, have students (in groups) choose an appropriate

topic that peaks their interest and create a class debate; this will require students
to research and find supporting evidence for their claims which allows them to
develop better reasoning and problem solving skills.

If teaching a science class, try to create hands-on experiments with variables and
data to promote students’ reasoning skills.

Resources
Bergin, D. A., Bergin, C. C. (2012). Child and Adolescent Development: In Your

Classroom (2nd ed.). Stamford, CT: Cengage Learning.

Cherry, K. (2014). Formal operational stage of cognitive development. Retrieved

from

http://psychology.about.com/od/piagetstheory/p/formaloperation.htm

Cherry, K. (2014). John Piaget biography (1896-1980). Retrieved from

http://psychology.about.com/od/profilesofmajorthinkers/p/piaget.htm

Gordon, D. E. (1990). Formal operational thinking: the role of cognitive

developmental

processes in adolescent decision making about pregnancy and contraception.

American Journal of Orthopsychiatry, 60, 346-356. Retrieved from

http://cat.inist.fr/?aModele=afficheN&cpsidt=19534280.

McLeod, S. (2010). Formal operational stage. Retrieved from

http://www.simplypsychology.org/formal-operational.html.

Nasser, S. Cognitive development of the high school learners [PowerPoint slides].

Retrieved from http://www.slideshare.net/SAMNasser15/cognitive-

development-of-the-high-school-learners