the a do lescent brain
TRANSCRIPT
![Page 1: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/1.jpg)
WHO ARE THE LEARNERS?
![Page 2: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/2.jpg)
LEARNING STYLES.The learning styles are five types learnes, they are:
Auditory Learners. Visual Learners. Tactile Learners.
Kinesthetic Learners. tTactile / Kinesthetic Learners.
AUDITORY LEARNERS:o Spoken and heard materials.o Listen audios.o Listen stories.o Listen songs.APPLICATIONS:Students read out loud to each others in small groups and the teachers can use CDs and DVDs ti explain concepts.
![Page 3: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/3.jpg)
VISUAL LEARNERS.
o Informations that they see.o informations that they read.o Pictures and diagrams.
Visual stimuli help them “MAKE MEMORIES” and is easier recall ideas and concepts.
APPLICATIONS:
The teachers can use descriptive language, DVDs and television and students can help to them decorate classroom in colorful and appealing ways.
![Page 4: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/4.jpg)
TACTILE LEARNERS.o Handling materials.o Writing.o Drawing.
Their hand nedd to be busy to angage their minds for that they are tapping pencils, doodling and so forth.
APPLICATIONS:
T he teachers can provide opportunity to learn through touching and feeling also the students can create collections of things related to the topic.
![Page 5: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/5.jpg)
KINESTHETIC LEARNERS.o Learn by doing and moving.o Create models.o Construct examples. This help to make “MAKE MEMORIES”.
APPLICATIONS:
The teacher can engage role-playing and simulations for understanding through concrete materials.
![Page 6: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/6.jpg)
TACTILE / KINESTHETIC LEARNERS.o Role-plays.o Simulations.o Freedom and opportunity to move around the classroom.
APPLICATIONS:
The teachers engage in imitations and learning involves more than “SIT AND GET”.
Allow them the opportunity for movement and change of scenery and provide a variety of learning enviroments.
![Page 7: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/7.jpg)
Thinking style
![Page 8: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/8.jpg)
Anthony Gregorc (1985) of the University of Connecticut developed a theory of thinking styles based on two variables: our view of the world (wheter we see the world in an abstract or concrete way) ando how we order the world (in a sequencial or random order).
![Page 9: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/9.jpg)
Concrete randoms
Characteristics of learners.
Have an experimental attitude and behavior; are intuitive; are divergent thinkers; enjoy finding alternate ways
of solving problems.
![Page 10: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/10.jpg)
Concrete Sequential
Implicactions for the classroom.
These learners need opportunities to make choices about their learning. They like independent work without
teacher intervention.
![Page 11: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/11.jpg)
Implications for the classsroom.
These learners require structure, frameworks, timelines, and
organization to their learning.
They like lecture and teacher directed activities.
![Page 12: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/12.jpg)
Abstract Sequencial.
Characteristics of learners.
Prefer to decode written, verbal and image symbols; delight in theory and abstract thought; rational and logical.
![Page 13: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/13.jpg)
Implications for the classroom.
These learners prefer presentations and lectures that have substance and are rational and sequential in nature
![Page 14: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/14.jpg)
Abstract Random.
Characteristics of learners.
Live in a world of feelings and emotion; associate the medium with
the message; evaluate learning experience as a whole.
![Page 15: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/15.jpg)
Implications for the classroom.
These learners prefer to receive information in gropu discussion.
Cooperative groups and partners facilitate learning.
![Page 16: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/16.jpg)
EMOTIONAL INTELLIGENCE Another distinguishing characteristic that makes
brains unique is emotional intelligence , or the ability to use one’s emotions intelligently. Emotion intelligence includes five domains. Students differ dramatically with respect to demonstrating competencies in each of these domains.
![Page 17: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/17.jpg)
![Page 18: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/18.jpg)
THE WORLD OF THE FUTURE It has been said that parents and teachers
prepare students for a world they will never know. It is a world unfamiliar.
1. identify, organize, plan, and allocate resources.
2. work with others.
3. acquire and use information.
4. understand complex interrelationships.
5. work with a variety of technologies
![Page 19: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/19.jpg)
Neural pruning occurs in earnest in early childhood, as the brain makes connections and elimi- nates unused or designated neurons to increase brain efficiency. The brain picks up this process again through the adolescent years into the early 20s.
THE ADOLESCENT BRAIN
![Page 20: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/20.jpg)
Brain develop Frontal Lobes
Myelination
Amigdala(Emergency Responses)
Prefrontal Cortex (priorization organization)
![Page 21: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/21.jpg)
Axon Myelination
The myelin allows for faster and more efficient transport of electrical impulses. Any action or thinking process repeated habitually is strengthened by myelination to a higher level of maturity.
Brain scans of the frontal lobes of teens ages 12–16 show considerably less myelination than those of young adults ages 23–30 (Spinks, 2002).
![Page 22: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/22.jpg)
The prefrontal cortex
It is responsible for:
• making sound judgments;
• goal setting and prioritization;
• organization and planning of tasks;
• controlling impulses; and
• controlling emotions.
![Page 23: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/23.jpg)
Frontal Lobes
This area is found behind the forehead.
a huge spurt of brain development takes place from ages 9 to 10. Millions of new synapses that process information form.
![Page 24: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/24.jpg)
Applications
• Avoid caffeine and nicotine in the afternoon.
• Stop using the TV and computer and stop heavy studying right before bed.
• Make sure the bedroom is dark and quiet at bedtime.
• Keep weekend sleeping like that on weeknights as much as possible to avoid confusing the brain’s circadian rhythms.
![Page 25: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/25.jpg)
Meeting the needs of individual leaarners
Make a lesson plan according to each need.
Environment
Pre-assessment
Curriculum compacted
Group strategies
Choise boards
Differentiated assessments
Multiple assessmentsMultiple intelligences
Learning Styles
![Page 26: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/26.jpg)
MeeTing The neeDS oF inDiViDuAL LeArnerS
• Environment
• Pre-assessments
• Curriculum compacting
• Grouping strategies
• Choice boards
• Differentiated assessments
• Multiple intelligences
• Bloom’s taxonomy
![Page 27: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/27.jpg)
Sleep Patterns
Teens neen at least 9 hours to sleep during the night.
Continous lack of sleep has a bad effectc in the consolidation of new languaje (REM)
![Page 28: The a do lescent brain](https://reader035.vdocuments.mx/reader035/viewer/2022070315/554dc409b4c905c7488b4f62/html5/thumbnails/28.jpg)
We are challenged to facilitate their
opportunities to learn in optimal ways.