| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Psychology |
| What topic | Emerging adulthood |
| What length (min) | 45 |
| What age group | College |
| Class size | 20 |
| What curriculum | Emerging adulthood chapters 1 and 2, Arnett |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Emerging Adulthood
College (Ages 18-22)
Psychology
20 Students
Aligned with the learning objectives and key concepts from Chapters 1 and 2 of Emerging Adulthood by Jeffery Jensen Arnett.
| Step Number | Step Title | Length (min) | Details |
|---|---|---|---|
| 1 | Introduction to Emerging Adulthood | 5 | Briefly introduce the topic and share the lesson objectives. Discuss why it’s important to understand emerging adulthood. |
| 2 | Lecture on Key Concepts | 15 | Present key concepts from Chapters 1 and 2 of Arnett's book. Highlight the defining features of emerging adulthood, including identity exploration, instability, and self-focus. |
| 3 | Group Discussion Activity | 10 | Divide students into groups of 4. Assign each group a different chapter section. Ask them to discuss and summarize key points from their assigned section. |
| 4 | Printable Card Activity | 10 | Hand out printable cards for students to fill out key terms and concepts discussed in the lecture. Encourage them to use their own words and examples. |
| 5 | Collection and Reflection | 5 | Collect the filled cards or conduct a random check to gather insights. Encourage students to reflect on their learning and how it connects to their lives. |
| 6 | Wrap-Up and Homework Assignment | 5 | Summarize the lesson's key points. Assign reading from Chapters 3 and 4 for next class and ask students to write a short reflection on what emerging adulthood means to them. |
“Good morning, everyone! Today, we’re diving into a fascinating topic in psychology: Emerging Adulthood. Our lesson objectives today are to understand the concept and characteristics of emerging adulthood, analyze its phases and transitions, engage in group discussions reflecting on personal experiences and societal influences, and develop our critical thinking skills through written reflections. It's crucial to understand emerging adulthood because it helps us recognize significant changes and challenges that occur during this period of life. Let’s get started!”
“Now, let’s delve into some key concepts from Chapters 1 and 2 of Emerging Adulthood by Jeffery Jensen Arnett. Emerging adulthood typically occurs between the ages of 18 and 29. During this period, individuals experience identity exploration, instability, self-focus, feeling in-between, and a possibility of life choices.
To elaborate a bit further:
These characteristics help define this unique stage of life that differs from both adolescence and full-fledged adulthood. Does anyone have questions on these concepts before we move on to our next activity?”
“Now, I’d like to split you into groups of four. Each group will be assigned a different section from the textbook that we just discussed. Spend about ten minutes discussing your assigned section and summarizing the key points that stood out to you. You'll share your insights with the class afterward. Remember, each group member should contribute to the discussion. Let’s get started!”
“Alright, everyone! I hope you had insightful discussions. Now, I’ll hand out printable cards with some key terms and concepts we’ve covered today. Please take a moment to fill out these cards using your own words and examples. This will help reinforce your understanding of the material. You can illustrate how these concepts might apply in real-life experiences or how you see them in your peers. You have ten minutes to complete this task. Go ahead!”
“Thank you for your hard work on those cards! I’d like to collect them now or, if you prefer, I’ll conduct a random check. As I collect your cards, I encourage you to take a moment to reflect on your own learning today. Think about how these concepts of emerging adulthood resonate with your life or those around you. Have you experienced identity exploration or instability? Jot down your thoughts in your notebooks while I gather the cards.”
“To wrap up today’s lesson, we’ve explored the concept of emerging adulthood, its defining features, and how these might relate to your personal experiences. For homework, please read Chapters 3 and 4 of Emerging Adulthood. I’d also like you to write a short reflection on what the definition and implications of emerging adulthood mean to you personally. This isn’t a presentation, but it should be submitted in our next class. Thank you for your engagement today, and I look forward to hearing your reflections next time!”
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students} | Introduction to Emerging Adulthood |
| - Overview of today's topic | ||
| - Lesson objectives | ||
| - Importance of understanding emerging adulthood | ||
| 2 | {Image: Book cover of Emerging Adulthood} | Lecture on Key Concepts |
| - Ages 18-29 defined as emerging adulthood | ||
| - Characteristics: | ||
| - Identity Exploration | ||
| - Instability | ||
| - Self-Focus | ||
| - Feeling In-Between | ||
| - Possibility of Life Choices | ||
| 3 | {Image: Students discussing in groups} | Group Discussion Activity |
| - Split into groups of four | ||
| - Discuss assigned sections from the textbook | ||
| - Summarize key points and share with the class | ||
| - Encourage all members to participate | ||
| 4 | {Image: Printable cards with concepts} | Printable Card Activity |
| - Distribute cards with key terms | ||
| - Fill out cards with personal examples | ||
| - Illustrate real-life applications | ||
| - 10 minutes to complete the task | ||
| 5 | {Image: Student writing in a notebook} | Collection and Reflection |
| - Collecting completed cards | ||
| - Reflect on personal learning | ||
| - Consider personal experiences of emerging adulthood | ||
| - Homework assignment explained |
| Question | Answer |
|--------------------------------------------------------------------------|--------|
| What is the age range typically associated with emerging adulthood? | |
| Name one characteristic of emerging adulthood. | |
| How does identity exploration manifest during emerging adulthood? | |
| In what ways might instability be experienced by emerging adults? | |
| What does self-focus mean in the context of emerging adulthood? | |
| How is emerging adulthood different from adolescence? | |
| What societal influences can affect the process of emerging adulthood? | |
| How might personal experiences shape one's understanding of emerging adulthood? | |
| Why is it important to study emerging adulthood in psychology? | |
| How can you relate the concepts we've discussed to your own life? | |What do you think are some specific examples of identity exploration that young adults might face during emerging adulthood? Can you share a personal experience or an observation you've had?
How does the concept of instability during emerging adulthood differ from the transitions that teenagers go through? In what ways might this impact an individual’s development?
In what ways do you think societal expectations influence the phase of self-focus that many emerging adults experience? Do you believe these expectations are changing?
Can you discuss a time when you felt "in-between" in your own life? How did you navigate that experience, and what did you learn from it?
Reflecting on the possibility of life choices during emerging adulthood, how do you think the availability of opportunities differs now compared to previous generations? What impact might this have on young adults today?