The Extremes of Young Adolescents Presentation by Robin Lowe, Flagstaff Academy

Emotional Hormonal Excitable Changeable

Rapid gains in height and weight Development of secondary sex characteristics Ongoing brain development

Advanced reasoning skills Abstract thinking skills Ability to think about thinking (meta-cognition)

Establishing… Their identity Autonomy Intimacy Becoming comfortable in their sexuality

CEO of Your Brain Social Control Future consequences of current actions Prediction of outcomes Right from wrong

Reference:

Hysteria Arousal Controls autonomic responses associated with fear Emotional responses Hormonal secretions

How Learning Takes Place

Billions of pathways develop as we learn and experience new things Adolescence is a time for pruning and strengthening

MYELIN Effectively conducts electrical signals from one neuron to anther Decreased myelination in adolescents

Often misread facial expressions Seeing Sadness or Anger instead of Fear Leads to communication miscues between adults and adolescents

Emphasize choices – help students follow set steps to decision making Emphasize the immediate consequences

Involving moral and abstract reasoning and planning Allowing students to see awareness of consequences Showing the effects of one’s word and actions on others

That are relevant and contextual In cooperative learning and collaborative experiences For students to articulate thoughts and feelings

The adolescent brain will pay attention to the information if it has… MEANING and CAUSES AN EMOTIONAL RESPONSE

Concrete experiences Symbolic learning Abstract learning

Concrete Learning Abstract thought processes don’t fully develop in late adolescence (age 18-20)

Reflect on learning Link new knowledge to existing knowledge Establish what is true and accurate Challenge what knowledge is untrue and inaccurate

Teach students how to study Establish, teach, and practice consistent expectations and routines Use graphic organizers to assist with visualization Clearly articulate benchmark timelines – tests, projects, etc Chunk material

Practice / rehearsal is critical to learning for the long term. Socratic Methods Frequent Checks for Understanding Mnemonics Analogies, Metaphors & Similes Simulations Storytelling Rhythm, Rhyme, & Rap

We take in more information visually than through any other sense. Visuals & Graphics Storytelling Hands on activities

Think-Pair-Share Simulations Reciprocal Teaching

Use Wait Time Think-Pair-Share Reading Buddies Storytelling Rhythm, Rhyme, & Rap

Brain responds to groups of three… Count to 10 Be specific in your requests Bring it back to three basic questions: What were you doing? What were you supposed to be doing? What are you going to do now?

This is NOT about you.

DRINK DRIVE or VOTE!!

Flagstaff Academy 2040 Miller Drive Longmont, CO

American School Counselor Association. (2000). Normal adolescent development. Retieved from Cornell University. (n.d.). Teens and understanding emotions. Retrieved from Forster, K. (2015). Secrets of the adolescent brain. Retrieved from Huebner, A. (2000). Adolescent growth and development. Retrieved from National Institute of Mental Health. (2008). Teenage brain: a work in progress. Retrieved from : Powell, E. (2004). Studying functional differences in the adolescent brain may provide evidence that the nervous system is responsible for behavior. Retrieved from S.P.O.T.S (n.d.). The adolescent brain – learning strategies & teaching tips. Retrieved from ategies.pdf ategies.pdf Wallis, B. (2004). What makes teens tick? Time Magazine. Retrieved from Yurgelum-Todd, D. (2002). Inside the teenage brain. PBS Frontline. Retrieved from