Brain of High Schooler

Yes, It’s really there!

Brad Todd

Why Brain Research?

Behavior– Classroom management – Discipline

Learning– Curriculum– Differentiation– Models and Pedagogy

A Little Biological Psychology

Frontal lobe—self-control, judgment, emotional regulation; restructured in teen years

Corpus callosum—intelligence, consciousness and self-awareness; reaches full maturity in 20’s

Parietal lobes—integrate auditory, visual, and tactile signals; immature until age 16

Temporal lobes—emotional maturity; still developing after age 16

Battle in the Brain

Hypothalamus—Basic Biological Needs

Pre-Frontal Cortex– Damaged = Impulse Control– Underdeveloped– Oxytocin (The love drug)

The Teenage Brain

Research suggests the teen brain is still under development during the teen years.

A “work in progress” OR “Not Fully Wired” Frontal Lobe (reasoning and judgment) is

Last to Develop Teen Brain is incapable of Adult Thinking

– Bad Choices – Even Smart Kids

Brain – Based Learning

Create effective Learning Environments,

Strategies, and Pedagogy Based on Research

Understand the how’s and why’s of what we teach

Brain Based Learning Models

Caine and Caine have identified three conditions:– Relaxed alertness - a low threat, high challenge

state of mind– Orchestrated immersion - an multiple, complex,

authentic experience– Active processing - making meaning through

experience processing

Brain Based Learning Models

Susan Kovalik– Absence of Threat,– Meaningful Content,– Choices, – Movement to Enhance Learning, – Enriched Environment, – Adequate Time, – Collaboration, – Immediate Feedback, – Mastery

You May Have Heard Of…

Bloom– Taxonomy

Gardner– Multiple Intelligences

Marzano– Nine

Antonetti– Learning Cube

Apply Research to Teaching

Recent Research Suggests: The brain performs many

functions simultaneously. Learning is enhanced by a rich environment with a variety of stimuli.

The brain is designed to perceive and generate patterns.

Teaching Suggestions Present content through a

variety of teaching strategies, such as physical activities, individual learning times, group interactions, artistic variations, and musical interpretations to help orchestrate student experiences.

Present information in context (real life science, thematic instruction) so the learner can identify patterns and connect with previous experiences.

Staff Development

Educate staff and Parents on how the teen brain works.– Choices– Emotions– Expectations

Behavior– Classroom management – Discipline

Learning– Curriculum– Differentiation– Models and Pedagogy– Opportunities – Environment

References

http://www.suite101.com/content/teen-brain-research-in-education-a98547

Marzano, R. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development.

http://www.cainelearning.com/ http://www.actforyouth.net/documents/may02factsheetadolbrai

ndev.pdf http://www.help4teachers.com/prefrontalcortex.htm http://www.mentorfoundation.org/uploads/Adolescent_Brain_Bo

oklet.pdf