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Defiance, Tears, and Tragedy
The Extremes of Young AdolescentsPresentation by Robin Lowe, Flagstaff Academy
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Classic Middle School
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Middle Schoolers are…• Emotional
•Hormonal
•Excitable
•Changeable
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PHYSICAL DEVELOPMENT
• Rapid gains in height and weight
• Development of secondary sex characteristics
• Ongoing brain development
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COGNITIVE DEVELOPMENT
•Advanced reasoning skills
•Abstract thinking skills
•Ability to think about thinking (meta-cognition)
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PSYCHO-SOCIAL DEVELOPMENT
• Establishing…• Their identity• Autonomy• Intimacy
• Becoming comfortable in their sexuality
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What
doyou
see?
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Pre-frontal Cortex• CEO of Your Brain• Social Control• Future consequences of current
actions• Prediction of outcomes• Right from wrong
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Reference: www.brainwaves.com
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AMYGDALA• Hysteria• Arousal• Controls autonomic responses
associated with fear• Emotional responses• Hormonal secretions
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Neural PathwaysH
owLearningTakesPlace
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Use it OR Lose it!• Billions of pathways develop as we
learn and experience new things• Adolescence is a time for pruning
and strengthening
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• MYELIN• Effectively conducts electrical signals from one
neuron to anther• Decreased myelination in adolescents
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Implications• Often misread facial
expressions• Seeing Sadness or Anger instead of
Fear
• Leads to communication miscues between adults and adolescents
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What can we do?• Emphasize choices – help
students follow set steps to decision making
• Emphasize the immediate consequences
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Provide Experiences…• 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
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Provide Experiences…• That are relevant and
contextual• In cooperative learning and
collaborative experiences• For students to articulate
thoughts and feelings
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The adolescent brain will pay attention to the information
if it has…
MEANINGand
CAUSES AN EMOTIONAL RESPONSE
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Neural Networks are formed in 3 ways…
•Concrete experiences• Symbolic learning•Abstract learning
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Which is the strongest?
• Concrete Learning
• Abstract thought processes don’t fully develop in late adolescence (age 18-20)
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Teaching for the adolescent brain…• Reflect on learning
• Link new knowledge to existing knowledge
• Establish what is true and accurate
• Challenge what knowledge is untrue and inaccurate
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Teaching for the adolescent brain…• 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
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Teaching for the adolescent brain…
• 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
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Teaching for the adolescent brain…
• We take in more information visually than through any other sense.• Visuals & Graphics• Storytelling• Hands on activities
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Learning for our social brain…
• Think-Pair-Share
• Simulations
• Reciprocal Teaching
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For our emotional brain…
• Use Wait Time• Think-Pair-Share• Reading Buddies• Storytelling• Rhythm, Rhyme, & Rap
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Interactions…• 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?
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Whatever you do, don’t take it personally!
This is NOT about you.
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There are reasons middle schoolers don’t
DRINKDRIVE
orVOTE!!
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References
• American School Counselor Association. (2000). Normal adolescent development. Retieved from 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.
• Forster, K. (2015). Secrets of the adolescent brain. Retrieved from 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.
• 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.
• 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.
• 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%20Strategies.pdf
• Wallis, B. (2004). What makes teens tick? Time Magazine. Retrieved from 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