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

3. Emotional Hormonal Excitable Changeable

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

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

8. Establishing… Their identity Autonomy Intimacy Becoming comfortable in their sexuality

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

13. Reference: www.brainwaves.com

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

15. How Learning Takes Place

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

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

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

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

20. 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

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

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

23. Concrete experiences Symbolic learning Abstract learning

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

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

26. 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

27. 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

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

29. Think-Pair-Share Simulations Reciprocal Teaching

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

31. 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?

32. This is NOT about you.

33. DRINK DRIVE or VOTE!!

34. Flagstaff Academy 2040 Miller Drive Longmont, CO 80501 rlowe@flagstaffacademy.org www.flagstaffacademy.org @robilowe

35. American School Counselor Association. (2000). Normal adolescent development. Retieved from http://life.familyeducation.com/puberty/growth-and-development/36357.html.http://life.familyeducation.com/puberty/growth-and-development/36357.html Cornell University. (n.d.). Teens and understanding emotions. Retrieved from http://www.human.cornell.edu/actforyouth. http://www.human.cornell.edu/actforyouth Forster, K. (2015). Secrets of the adolescent brain. Retrieved from http://www.theguardian.com/lifeandstyle/2015 http://www.theguardian.com/lifeandstyle/2015 Huebner, A. (2000). Adolescent growth and development. Retrieved from http://www.ext.vt.edu/pubs/family/350-850/350-850. http://www.ext.vt.edu/pubs/family/350-850/350-850 National Institute of Mental Health. (2008). Teenage brain: a work in progress. Retrieved from : http://www.nimg.nig.gov/healthy/publications/teenage-brain-a-work-in-progress.shtml. http://www.nimg.nig.gov/healthy/publications/teenage-brain-a-work-in-progress.shtml Powell, E. (2004). Studying functional differences in the adolescent brain may provide evidence that the nervous system is responsible for behavior. Retrieved from http://serendip.brynmawr.edu/bb/neuro/neuro04/web1/epowell.html. http://serendip.brynmawr.edu/bb/neuro/neuro04/web1/epowell.html S.P.O.T.S (n.d.). The adolescent brain – learning strategies & teaching tips. Retrieved from http://spots.wustl.edu/SPOTS%20manual%20Final/SPOTS%20Manual%204%20Learning%20Str ategies.pdf http://spots.wustl.edu/SPOTS%20manual%20Final/SPOTS%20Manual%204%20Learning%20Str ategies.pdf Wallis, B. (2004). What makes teens tick? Time Magazine. Retrieved from http://www.time.com/time/printout/0.8816.631970.00.html. http://www.time.com/time/printout/0.8816.631970.00.html Yurgelum-Todd, D. (2002). Inside the teenage brain. PBS Frontline. Retrieved from http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/interviews/todd.html http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/interviews/todd.html