1. Strategic Lesson During Reading: During Reading: Power Point Brain Game Power Point Brain Game Distribute dry erase boards. Partners work to answer questions. Record winner on large board. Distribute dry erase boards. Partners work to answer questions. Record winner on large board. Encourage active discussion of answersmake text to self connections. Encourage active discussion of answersmake text to self connections. Pre-Reading: 5 Word Prediction: Pruning, wrapping, mature, region, connections, gray matter, adolescents. Ask for 1 st prediction Add picture of neuron; 2 nd predict Toss or hold rubber brain; final Post-Reading: A Week of LearningKeep a record of topic you learned and what made it interesting. Complete T-Chart (Slide 18)

2. Meet the Amazing Adolescent Brain Learning to Learn: Thinking About Thinking

3. Meet Your Amazing Brain From ages 5 through 17 students typically spend 13,000 hours of their developing brain time in classrooms. From ages 5 through 17 students typically spend 13,000 hours of their developing brain time in classrooms. Student brains are highly susceptible to environmental influences: social, physical, cognitive, and emotional. Student brains are highly susceptible to environmental influences: social, physical, cognitive, and emotional. The human brain can and does grow new neurons. You can regulate how your brain will be altered by the experiences you have in school. The human brain can and does grow new neurons. You can regulate how your brain will be altered by the experiences you have in school.

4. Outcomes Participants will: gain an understanding of adolescent brain development; and gain an understanding of adolescent brain development; and identify recent research finding relating to adolescent learning. identify recent research finding relating to adolescent learning.

5. 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. scary d. scary

6. 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.

7. Short-term memory is impacted by synaptic pruning during adolescence. A middle school student can generally retain from 5 to 7 bits of information at one time. Short-term memory is impacted by synaptic pruning during adolescence. A middle school student can generally retain from 5 to 7 bits of information at one time. 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 Engaging in strong, intense interests, often short lived Preferring interaction with peers Preferring interaction with peers Preferring active to passive learning (Giedd, 2002). Preferring active to passive learning (Giedd, 2002).

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

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 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).

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

11. Correct Answer is (False) 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 theyre lying on the couch or playing video games or MTV, those are the cells and connections that are going to survive (Spinks, 2002). Teachers need to engage the senses and emotions to gain students attention for learning. Using essential questions to frame the unit, incorporating the senses and emotions to focus the learning, and then facilitating students in finding multiple ways to solve problems can focus adolescent learning while building complex neuron connections within the brain (Kwan & Lawson, 2000).

12. The Adolescent Brain Quiz Multiple choice 4. Adolescent girls tend to _______ under 4. Adolescent girls tend to _______ under stress. stress. a. perform better than adolescent boys a. perform better than adolescent boys b. perform the same as adolescent boys b. perform the same as adolescent boys c. not perform as well as adolescent c. not perform as well as adolescent boys boys d. become homicidal d. become homicidal

13. Correct Answer is (c) Exposure to stress seems to have opposite effects on males and females. In females stress tends to inhibit learning, yet it may facilitate learning in males (Woods & Shors, 1998). For all students a physically and emotionally safe environment is essential. Students should find it acceptable to make mistakes or take risks in the classroom (Wolfe, 2001).

14. The Adolescent Brain Quiz True or False 5. Teenagers are most alert in the morning hours. They are generally bright eyed, alert, 5. Teenagers are most alert in the morning hours. They are generally bright eyed, alert, enthusiastic, pleasant to be around, eager to learn, and a pleasure to teach first thing in the morning. enthusiastic, pleasant to be around, eager to learn, and a pleasure to teach first thing in the morning.

15. Correct Answer is (probably false) During adolescence changes in the brains biological timing system trigger a shift in sleep patterns. Teenagers brains arent 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. Sleep deprivation leads to decreased motivation, abseentism, inattention, and difficulty controlling emotions and behaviors (Commision on Behavior and Social Science and Education, 2000).

16. True or False 6. Scientists have discovered that teenage behavior is the direct result of adolescent hormones, which cause risk-taking, increased appetite, changing sleep patterns, and emotional disturbances. 6. Scientists have discovered that teenage behavior is the direct result of adolescent hormones, which cause risk-taking, increased appetite, changing sleep patterns, and emotional disturbances.

17. False Adolescent turmoil is the result of a complex interplay of body chemistry, brain development, and cognitive growth. Evidence suggests that only minimal association exists between adolescent hormone levels and emotional/behavioral problems. Pubertal maturation rather than chronological age is linked to romantic and sexual pursuits, increased appetite, changes in sleep patterns, risk for emotional disorders, sensation-seeking, and greater likelihood of cigarette smoking and substance use. The prefrontal cortex plays a vital role in a persons ability to interact in a self-directed, appropriate, organized and purposeful manner. The prefrontal cortex is less mature in adolescents than in adults. Adolescents biologically do not have the same capacities as adults to inhibit their impulses in a timely manner. Ongoing cognitive development and emotional shifts result in a biological based drive for thrill-seeking.

18. Research suggests that adolescents have short attention spans, reduced short-term memory, and a tendency to be disorganized. With this in mind, work with a partner to complete the T-Chart on ways teachers can design classroom instruction to help students brains. Example: Research suggests that adolescents have short attention spans, reduced short-term memory, and a tendency to be disorganized. With this in mind, work with a partner to complete the T-Chart on ways teachers can design classroom instruction to help students brains. Example: Classroom Instruction Do Dont Give students new Give students too much Give students new Give students too much information in small new information at one information in small new information at one chunks time chunks time

19. Secondary Professional Development Understanding Adolescents

20. How Do Adolescents Feel About School? A recent Gallup poll asked teenagers to select three words to describe how they usually felt in school. What do you think were the two most popular word choices? Take a minute to jot down what you think they said and why they said it. Share your response with others at your table.

21. How Do Adolescents Feel in School? Bored BoredTired

22. Classroom Activities Compatible With Adolescent Attention & Memory (Beamon, 1997; Sousa, 2001: Wolfe, 2001) Designing project-based units of study where students ask critical questions and then develop their own projects to find the answers, such as interviewing people who have experienced the Great Depression or the Holocaust. Designing project-based units of study where students ask critical questions and then develop their own projects to find the answers, such as interviewing people who have experienced the Great Depression or the Holocaust. Using simulations to involve students in understanding various points of view or discussing complex ethical issues. Using simulations to involve students in understanding various points of view or discussing complex ethical issues. Playing music that links memory to specific learning tasks. Rhythmic patterns are effective memory tools for learning, and music is a great medium for facilitating young adolescents to make sensorimotor connections. Playing music that links memory to specific learning tasks. Rhythmic patterns are effective memory tools for learning, and music is a great medium for facilitating young adolescents to make sensorimotor connections.

23. Classroom Activities Compatible With Adolescent Attention & Memory (Beamon, 1997; Sousa, 2001: Wolfe, 2001) Having students write reflectively every day to reiterate and consolidate learning. Having students write reflectively every day to reiterate and consolidate learning. Posing visual and word problems or puzzles to challenge thinking so that students learn that there are many ways to solve a problem or puzzle. This type of thinking strengthens the neural connections and gives students more confidence in their abilities to tackle problems. Posing visual and word problems or puzzles to challenge thinking so that students learn that there are many ways to solve a problem or puzzle. This type of thinking strengthens the neural connections and gives students more confidence in their abilities to tackle problems. Using physical challenges to solve problems and build collaboration. Low ropes courses and other physical/mental problem solving involve the mind and body in learning and team building. Using physical challenges to solve problems and build collaboration. Low ropes courses and other physical/mental problem solving involve the mind and body in learning and team building.

24. Classroom Activities Compatible With Adolescent Attention & Memory (Beamon, 1997; Sousa, 2001: Wolfe, 2001) Involving students in real-life apprenticeships. Students shadow workers in various jobs or learn skills in a short internship that either connects to an area of study or helps them understand one of the problems they have posed themselves and are interested in finding answers. Involving students in real-life apprenticeships. Students shadow workers in various jobs or learn skills in a short internship that either connects to an area of study or helps them understand one of the problems they have posed themselves and are interested in finding answers. Using peer collaboration or cooperative learning helps broaden students' understanding of issues and promotes group problem solving. Using peer collaboration or cooperative learning helps broaden students' understanding of issues and promotes group problem solving. Developing integrated curriculum that encourages students to raise issues and concerns and then weaves those thematically into all disciplines Developing integrated curriculum that encourages students to raise issues and concerns and then weaves those thematically into all disciplines

25. Turn and Talk Think about: What can educators do to meet the needs of sleep- deprived teens? What can educators do to meet the needs of sleep- deprived teens? How might teen sleep patterns impact scheduling? How might teen sleep patterns impact scheduling? Should we schedule intervention first thing in the morning? Should we schedule intervention first thing in the morning? Do we include enough stimulating classroom activities to keep teens alert? Do we include enough stimulating classroom activities to keep teens alert? What can parents do to address this problem? What can parents do to address this problem?

26. Professional Articles Choose from one of the following journal articles about adolescents to read and discuss in a small group. As a group you will be asked to share important information and implications for instruction with the whole group. Your group will be provided transparencies on which to record information. Choose from one of the following journal articles about adolescents to read and discuss in a small group. As a group you will be asked to share important information and implications for instruction with the whole group. Your group will be provided transparencies on which to record information.

27. The Biology of Risk Taking So What? (Implications for Educators): Provide adolescents with support. Mentoring programs can provide a protective influence for adolescents. Provide a firm structure. Although adolescents dislike rules, they generally thrive in reasonable, supportive environments that have a predictable, enforced structure. Take advantage of adolescent passion. A teens passion can become a bridge to learning about such topics as music, history, politics, race relations, etc. Collaborate to solve problems. Working with adolescents can be demanding, taxing, and worrisome. Talk with colleagues for support.

28. Inside Amys Brain Chronic fatigue, emotional highs and lows, social pressures, insecurity, poor nutrition, romantic crushes, low impulse control: How does an adolescent get through the school day? Teaching the DIG Generation Wise teachers capitalize on teens love for instant digital communication.

29. Safe Schools for the Roller Coaster Years Structuring middle schools with adolescents cognitive and psychological needs in mind creates a secure place for learning. Yo, Mister! An alternative urban high school offers lessons on respect.

30. On the Minds of Middle Schoolers Students in their first year of middle school talk about teachers, peers, homework, and stress.

31. Have We Learned Our Lesson? Work with others at your table to analyze lesson plans collected from some Alabama teachers. Identify elements that are in line with what we have learned about adolescents and learning. Look for areas where improvements can be made and be prepared to share these modifications with the whole group. Work with others at your table to analyze lesson plans collected from some Alabama teachers. Identify elements that are in line with what we have learned about adolescents and learning. Look for areas where improvements can be made and be prepared to share these modifications with the whole group.

32. P.D. With Your Faculty Before the meeting: Before the meeting: Distribute one or more articles that are most relevant to your school to the faculty before the PD meeting. Ask them to complete the We Learned & So What? before the meeting. Encourage them to work with colleagues on this assignment. Distribute one or more articles that are most relevant to your school to the faculty before the PD meeting. Ask them to complete the We Learned & So What? before the meeting. Encourage them to work with colleagues on this assignment. Ask teachers to bring 5 daily lesson plans to the meeting. Ask teachers to bring 5 daily lesson plans to the meeting. During the meeting: During the meeting: Show and discuss PowerPoint slides 1-20 Show and discuss PowerPoint slides 1-20 Allow faculty to share what they learned from the assigned article(s) with an emphasis on the implications for instruction. Allow faculty to share what they learned from the assigned article(s) with an emphasis on the implications for instruction. Have faculty members critique their own lesson plans to determine if they are in line with what research suggests is effective instruction for adolescent learners. Have faculty members critique their own lesson plans to determine if they are in line with what research suggests is effective instruction for adolescent learners.

33. How to teach us in school What to do to teach us What to do to teach us Teach us in little chunk so our brain can get it all. To teach me easier put stuff on the board because I dont really under stand when we read. What not to do to teach me I dont understand when I read