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 education-a98547 Marzano, R. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria, VA: Association for Supervision and Curriculum Development. dev.pdf dev.pdf oklet.pdf oklet.pdf