The developmental domains among adolescents are highly intertwined and influenced by environment and experiences. The developmental changes taking place during adolescents are part of extensive and readily accessible literature materials. This discussion is on the backdrop that most students prefer using the Internet and have easy access to digital information. It enables them to prioritize video, image, and music. They can also carry out multiple tasks simultaneously and generate their knowledge from nonlinear or discontinuous information. The paper provides information to interpret how knowledge acquisition occurs in learning styles, identity, and learners' characteristics.
Impact of cognitive and social developments on learning
Development at the adolescent stage is the progressive improvement of human potentialities, such as reasoning, language, attention, and memory. From the age of 13 to 16, they can understand complex abstract development of idealism and morality. They are capable of foreseeing the consequences of their actions. Clarkson et al. (2020) indicate that a person develops two types of mental functions. A mental acquisition can be from social interaction, and some are genetically determined, which determines how a person reacts and responds to the environment. These mental function sources also determine the way of being, one's cultures, and one's values (Clarkson et al., 2020).
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Therefore, education does not depend on the student, but also other aspects have to into consideration. These factors help in designing or planning the educational process. For example, a teacher has to consider the social context immersing the school. Also, the content has to be in a way that considers previous teaching and learning processes. Also, Paget's "clinical method" realizes the initial evaluation; the element of student "error" has to be under consideration in the evaluation criterion (Clarkson et al., 2020).
Individuality, personal behavior, and identity development `impact on learning
Social development during adolescence is a process of establishing a purpose or role in society. It is also a process of developing a sense of identity. It is about having a sense of oneself closely related to body image that helps sense identity or self. The peers and family play a crucial role in supporting and assisting the adolescent in attaining adulthood roles. Emotional development and social development intertwine in helping the young person have a personal identity or sense of self.
Individual differences link to concepts of intelligence, personality, learning styles, motivation, and cognition. Thus in pedagogical practice, educators need to understand that each student is unique with different sets of limitations, skills, and talents. Therefore, education has to be designed to fit the styles and ways of learning for each student. It is also essential to deploy their capabilities and establish their potential.
A wide range of variables determines the effectiveness of learning and the educational process. The teacher is the manager and mediator of improving the learning to enable attentiveness to various variables. Understanding those individual differences of students enables teachers to assist in generating more practical and significant learning.
Designing developmentally appropriate instruction
Learning by itself is complex and multi-factorial, which demands the incorporation of minimal environmental conditions. It is because the environment in itself teaches. Therefore, it is essential to have an educational environment that promotes learning, which will factor in adolescents' social, physical, and cognitive development. It is critical to consider the class environment as an essential aspect of learning.
Also, specific educational support has to meet students' needs with specific educational needs, special needs, and outstanding students (Jones et al. 2017). The interaction between students and teachers enables the effective implementation of these factors. It enables teachers to adjust their motivational, cognitive, relationships, and emotional aids to move the learning process. Teachers do not have to emphasize instruction method but have to consider the continuous adaptation and other adjustments that fit students' changing needs and characteristics. Barbera et al. (2020) point out that these "changes happen with the developmental process of knowledge construction meaning "(pp. 241). It means that a help strategy may not be the same all the time in serving students and students' diverse body.
Multiple perspectives into the content
A learning environment has to generate multiple perspectives to foster learning. First are the internal factors such as aptitudes, skills, energy circumstances, motivational and practical factors, and intelligence. External factors such as socialization and environmental factors such as place of study are cozy and quiet. The classrooms should have comfortable chairs and spacious furniture positioning. Chairs have to have a straight backrest to boost upright posture and to boost concentration. No sofa sets should be in the classrooms. The class can also have shelves for better storage. Class windows have to be massive for better lighting. Avoid televisions. It is also crucial for the teacher to encourage good body posture at all times.
Classrooms should also have an ideal temperature and adequate ventilation. Other factors are to ensure students get the right meals and to sleep to 8 or seven hours. Lessons and study time have to be scheduled well and ensure convenient breaks in between lessons. Lastly, the lesson preparation is essential for the teachers, such as preparing books, pens, dictionaries, and computers, to avoid interruptions that may lower students' concentration.
School, community, and family support in learning
When schools, families, and communities work together as partners effectively, it becomes a powerful strategy to enhance students' academic performance. As shown by Jones et al. (2017), parental involvement is also crucial in bettering students' productive, happy, and healthy lives. The family environment has to encourage learning is highly crucial in student's performance.
Technology for reinforcing learning
Encouraging the use of technology enables students to seek information that is readily available on the Internet. The teacher's main objective is to integrate ITC as part of the teaching and learning process to improve students' education quality to interact with the broader educational community and individual use of the media.
Digital tools in learning
Digital tools can assist the student in improving their performance at work and attain personal satisfaction. Students will learn how to benefit from what the Internet offers and the disadvantages of the Internet.
Conclusion
Various learning theories favor students' insertion and interaction as the foundation of professional training and group task participation. Teachers have to prioritize lessons that motivate students and those designed to fit the personal characteristics of learners. Motivation is from student's interests, age, and other factors. Consideration of these factors helps students to overcome difficulties and be able to access the content. Technological resources are especially essential in awakening students' interests to learn and prepare them as they join society. Thus teachers have to design a lesson that fits the ITC to enable digital competence, digital literacy, and comprehensive education. This paper has highlighted the learning, styles, and process of knowledge acquisition.
References
Barbera, S. A., Berkshire, S. D., Boronat, C. B., & Kennedy, M. H. (2020). Review of undergraduate student retention and graduation since 2010: Patterns, predictions, and recommendations for 2020. Journal of College Student Retention: Research, Theory & Practice , 22 (2), 227-25
Clarkson, T., Kang, E., Capriola-Hall, N., Lerner, M. D., Jarcho, J., & Prinstein, M. J. (2020). A meta-analysis of the RDoC social processing domain across units of analysis in children and adolescents. Journal of Clinical Child & Adolescent Psychology , 49 (3), 297-321.
Jones, S., Bailey, R., Brush, K., & Kahn, J. (2018). Preparing for effective SEL implementation. Harvard Graduate School of Education Easel Lab. Available from the Wallace Foundation website: https://www. Wallace Foundation. org/knowledge center/Documents/Preparing-for-Effective-SEL-Implementation. pdf .
