1. Rationale for Adolescent Literacy Focus Rationale for Adolescent Literacy Focus Brain Research ARI Content Literacy 2010

2. Parameters Everyone is a participant. Silence technology (cell phones, computers, etc.). Minimize side bar conversations. Abstain from electronic conversations. Respect time. Be receptive to learning and others’ opinions. Have fun learning together. ARI Content Literacy 2010

3. Just Like an Adolescent! ARI Content Literacy 2010

4. Brain Research Lesson Agenda Outcome: Participants will identify characteristics of adolescents and the adolescent brain. Before: ABC Brainstorm During: Adolescent Quiz After: ABC Brainstorm Reflection ARI Content Literacy 2010

5. What are the characteristics of adolescents? On your own (2 minutes) With a partner (2 minutes) With a partner (2 minutes) In a collaborative group (2 minutes) In a collaborative group (2 minutes)Sharing ARI Content Literacy 2010

6. The Adolescent Brain Quiz Multiple Choice 1.During adolescence the adolescent brain is______. a. growing a. growing b. becoming smaller b. becoming smaller c. nonexistent c. nonexistent d. frightening d. frightening ARI Content Literacy 2010

7. Correct Answer is (b) During adolescence the brain consolidates learning in the prefrontal cortex by pruning away synapses and wrapping white matter (myelin) around other connections to stabilize and strengthen them. Even though the brain of a teenager is maturing, between the ages of 13 and 18 they are losing 1 percent of their gray matter every year. During adolescence the brain consolidates learning in the prefrontal cortex by pruning away synapses and wrapping white matter (myelin) around other connections to stabilize and strengthen them. Even though the brain of a teenager is maturing, between the ages of 13 and 18 they are losing 1 percent of their gray matter every year. (Huttenlocher, 1979; Bourgeois, Goldman-Rakic, & Rakic, 1994; Woo, Pucak, Kye, Matus, & Lewis, 1997; Zecevic & Rakic, 2001; Jensen, 2005). ARI Content Literacy 2010

8. The Adolescent Brain Quiz Multiple Choice 2. The prefrontal cortex controls________. a. the postfrontal cortex a. the postfrontal cortex b. planning, working memory, b. planning, working memory, organization, and mood organization, and mood modulation modulation c. the ability to mask all outward c. the ability to mask all outward signs of intelligence signs of intelligence d. kinesthetic and tactile ability d. kinesthetic and tactile ability ARI Content Literacy 2010

9. Correct Answer is (b) The prefrontal cortex is the area of the brain controlling planning, working memory, organization, and mood modulation. The prefrontal cortex is the area of the brain controlling planning, working memory, organization, and mood modulation. The prefrontal cortex appears to be the last region of the brain to mature, undergoing major changes throughout puberty (Casey, Gledd, & Thomas, 2000). The prefrontal cortex appears to be the last region of the brain to mature, undergoing major changes throughout puberty (Casey, Gledd, & Thomas, 2000). This area of the brain is not mature until about 18 years of age (Spinks, 2002). This area of the brain is not mature until about 18 years of age (Spinks, 2002). Short-term memory is impacted by synaptic pruning during adolescence. An adolescent student can generally retain from 5 to 7 bits of information at one time. ( Short-term memory is impacted by synaptic pruning during adolescence. An adolescent student can generally retain from 5 to 7 bits of information at one time. (Gasser, U., & Palfrey, J., 2009) ARI Content Literacy 2010

10. Taken in concert with other developmental issues at this age, brain development reinforces the following typical adolescent behaviors: Taken in concert with other developmental issues at this age, brain development reinforces the following typical adolescent behaviors: – Engaging in strong, intense interests, often short lived – Preferring interaction with peers – Preferring active to passive learning (Giedd, 2002) ARI Content Literacy 2010

11. The Adolescent Brain Quiz True or False 3. There is no point in attempting toteach adolescents because they just sit around with their shrinking brains, text messaging each other or making snide comments about how boring class is and then falling asleep…. ARI Content Literacy 2010

12. Correct Answer is False The saying “use it or lose it” applies to brain growth during adolescence (Casey, 2000). The saying “use it or lose it” applies to brain growth during adolescence (Casey, 2000). If a teen is “doing” music, sports, or academics, those are the connections that will be hard wired. If they’re lying on the couch, playing video games or watching MTV, those are the cells and connections that are going to survive (Spinks, 2002). If a teen is “doing” music, sports, or academics, those are the connections that will be hard wired. If they’re lying on the couch, playing video games or watching MTV, those are the cells and connections that are going to survive (Spinks, 2002). Teachers need to strive to engage the senses and emotions to gain students’ attention for learning. Teachers need to strive to engage the senses and emotions to gain students’ attention for learning. ARI Content Literacy 2010

13. The Adolescent Brain Quiz True or False 4. Teenagers are generally bright eyed, alert, enthusiastic, pleasant to be around, eager to learn, and a pleasure to teach first thing in the morning. ARI Content Literacy 2010

14. Correct Answer is False During adolescence changes in the brain’s biological timing system trigger a shift in sleep patterns. Teenagers’ brains aren’t ready to wake up until 8:00 or 9:00 in the morning (Carskadon, 1999). During adolescence changes in the brain’s biological timing system trigger a shift in sleep patterns. Teenagers’ brains aren’t ready to wake up until 8:00 or 9:00 in the morning (Carskadon, 1999). Teenagers need a little over 9 hours of sleep to function well and remain alert during the day. A survey of 3000 teens showed the majority slept only about 7 hours a night, and more than ¼ averaged 6 hours or less. Teenagers need a little over 9 hours of sleep to function well and remain alert during the day. A survey of 3000 teens showed the majority slept only about 7 hours a night, and more than ¼ averaged 6 hours or less. Sleep deprivation leads to decreased motivation, absenteeism, inattention, and difficulty controlling emotions and behaviors (Commission on Behavior and Social Science and Education, 2000). Sleep deprivation leads to decreased motivation, absenteeism, inattention, and difficulty controlling emotions and behaviors (Commission on Behavior and Social Science and Education, 2000). ARI Content Literacy 2010

15. Sleep (cont.) Adolescents need time to catch up with what’s happening in the brain. The adolescent brain organizes and stores new learning during sleep time. Sleep is needed after learning new information to enable that information to be stored in long-term memory. ARI Content Literacy 2010

16. The Adolescent Brain Quiz True or False 5. Adolescents’ frontal lobes are effective at storing are effective at storing many ideas at one time. ARI Content Literacy 2010

17. Correct Answer is False So: Be concise. Adolescents’ frontal lobes are not effective at storing many ideas at one time. Chunking is one of many instructional strategies supported by recent research about the human brain. (Wormeli, 2002) Students need an opportunity to summarize information and make connections after each chunk to allow neural connections time to process. Implication: Giving one direction at a time is helpful. ARI Content Literacy 2010

18. The Adolescent BArain Quiz True or False 6. The pure lecture format has been proven as an ineffective form of content delivery. ARI Content Literacy 2010

19. Correct Answer is True So: Be a facilitator (Sprenger, 2005). Purposefully plan activities using strategies that allow students to ask significant higher- order questions and make “authentic” decisions in order to organize information in the brain for long-term use (Caine & Caine, 2006; Inlay, 2005). Purposefully plan activities using strategies that allow students to ask significant higher- order questions and make “authentic” decisions in order to organize information in the brain for long-term use (Caine & Caine, 2006; Inlay, 2005). ARI Content Literacy 2010

20. Lecturing? During adolescence, students are extremely social. Allowing time for students to discuss their learning with partners or groups helps them understand how both they and their partner(s) are learning. During adolescence, students are extremely social. Allowing time for students to discuss their learning with partners or groups helps them understand how both they and their partner(s) are learning. Use hands-on, engaging activities within 24 hours of learning new material to avoid letting the brain throw out that information (Wormeli 2002 & Wolfe 2005). Use hands-on, engaging activities within 24 hours of learning new material to avoid letting the brain throw out that information (Wormeli 2002 & Wolfe 2005). ARI Content Literacy 2010

21. The Adolescent Brain Quiz True or False 7. The brain pays attention to what it has been primed to receive. ARI Content Literacy 2010

22. Correct Answer is True Correct Answer is True So: Activate and/or build prior knowledge to enable critical connections to take place (Wormeli, 2002; Inlay, 2005). So: Activate and/or build prior knowledge to enable critical connections to take place (Wormeli, 2002; Inlay, 2005). Critical connections can be made through interactions such as: Socratic seminars, debates, project-based learning in class, labs, incorporating music, etc. Critical connections can be made through interactions such as: Socratic seminars, debates, project-based learning in class, labs, incorporating music, etc. ARI Content Literacy 2010

23. The Adolescent Brain Quiz Multiple Choice 8. Incorporating movement into class when teaching adolescents is good because it ___. a. gives the teacher a break from teaching a. gives the teacher a break from teaching b. teaches students rhythm and/or how to dance b. teaches students rhythm and/or how to dance c. increases oxygen flow to the brain, facilitating memory c. increases oxygen flow to the brain, facilitating memory d. increases the potential for materials to go missing in the classroom. d. increases the potential for materials to go missing in the classroom. ARI Content Literacy 2010

24. Correct Answer is (c) Sprenger (2005) suggests that movement is good for the cerebellum, which not only coordinates physical exercise, but also coordinates thought development. Sprenger (2005) suggests that movement is good for the cerebellum, which not only coordinates physical exercise, but also coordinates thought development. Allowing students the opportunity to get up and move around when discussing something with a partner provides processing time and facilitates memory. Allowing students the opportunity to get up and move around when discussing something with a partner provides processing time and facilitates memory. Physical exercise will improve the way the brain treats information. Physical exercise will improve the way the brain treats information. ARI Content Literacy 2010

25. With your new knowledge, return to your list and revise the characteristics of adolescents you wrote earlier in the session. Use a different color pen/pencil for the new information. ARI Content Literacy 2010

26. Backstepping the Brain Lesson Outcome: Participants will identify characteristics of adolescents and the adolescent brain. Before: ABC Brainstorm Purpose: activate prior knowledge During: Adolescent Quiz Purpose: engage with the content of the lesson After: ABC Brainstorm Reflection Purpose: reflect on the content of the lesson; integrate new information with prior knowledge ARI Content Literacy 2010