By Sheryl Feinstein [email protected] Reaching & Teaching the Teenage Brain.

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By Sheryl Feinstein [email protected] Reaching & Teaching the Teenage Brain

Transcript of By Sheryl Feinstein [email protected] Reaching & Teaching the Teenage Brain.

Page 1: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

By Sheryl [email protected]

Reaching & Teaching the

Teenage Brain

Page 2: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Puberty

Page 3: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Changes in the Adolescent

• Search for identity - Who am I?• Shift of influence from parents

to peers• Brain development

Page 4: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Brain Quiz: True or False?

• People are left-brain or right-brain.

• The larger the brain the smarter the person.

Page 5: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

GreenBlue

BrownOrange

PinkRed

YellowBlackBlue

Page 6: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Processes in the Brain

1. Production of dendrites

2. Pruning – use it or lose it

3. Myelination

Page 7: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.
Page 8: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Synaptic ConnectionsSynaptic Connections

100 Billion NeuronsPruning occurs developmentally

Short-term memoryIncreases by 30% Human Brain weighs

About 3 lbs.

Page 9: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

May I have your Attention Please

Novelty - invite a guest speaker, get some movement going, tell a joke, video

Emotion – music, debate, cooperative learning, personal story

Make it Meaningful – real worldapplication, what’s in it for me

Page 10: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Make Processing a PrioritySmall or large group discussionGive examplesSummarizeAdd additional informationIdentify the most valuable piece of information

Create a simile, metaphor, or analogy

Page 11: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Neurons that fire together wire

together-Pat Wolfe

Page 12: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

The Learning Pyramid

Read 5 %Hear 10%See 20%

See & Hear 30%Discuss with Others 50%Direct Experience 75%

Teach to Someone Else 95%

Page 13: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.
Page 14: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.
Page 15: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Fear

Shock

Surprise

Page 16: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Amygdala vs. Frontal Lobes

Misunderstandings

Emotional Language

Bad Decision Making

Page 17: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Emotional Commotion

•Disorganized & Forgetful

•PseudostupidityPseudostupidity

•Anger & AggressionAnger & Aggression

•Mood SwingsMood Swings

Page 18: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Emotional Development cont.

Adolescent Hypocrisy

No one understands me and I’m indestructible.

Page 19: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Gender Brain Differences

• Hypothalamus• Amygdala• Hippocampus• Activity in General

Page 20: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Mirror NeuronsMirror Neurons fire when they observe someone else’s actions – sight, sound

Intent is taken into account with the action

Main concern is the goal of the action, not the action itself

Occurs at a sub-conscious level

Page 21: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Mirror Neurons

Social Abilities - empathy

Addictive Behaviors

Autism (ASD)

Violence (Video Games)

Page 22: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Your Brain On-LineWell designed computer tutorials and games are

instruction at it’s best: feedback is immediate, consequences are natural, individualize easily for enrichment or acceleration, can also do group work, provides practice

Aids in focus, memory tasks and strategizing - can it be transferred

Motivates students

Impact on Plasticity

Page 23: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Violent Video Game Research

* The emotional part of the brain is engaged

in violent video games, while the logical part

of the brain goes to sleep and stays asleep

* Violent video game players become indifferent to violent behavior

* Testosterone agitates the amygdala

Page 24: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

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Page 25: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Stressed Neuron

Normal Neuron

Page 26: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Teach coping skills Insure students have the necessary academic

backgroundClarify your expectationsProvide homework helpers and tutoringUse competition carefullyAllow some choiceTeach study skillsMultiple assessments

Page 27: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Role of melatoninSleep needs increase

Page 28: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Spirit of Belonging

1. Having Friends

2. Good Grades

3. Participating in Class

Page 29: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Strategies to Support Belonging

Easy access to librarians Be a role modelRoutines within the libraryCall them by name, greet in hallways and lunchroom – connection

Use inclusive words, such as “our” library and “all of us working together.”

Ask for students’ opinions.

Page 30: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Strategies Cont.

Organize school fundraisers/serviceEncourage study groups outside of class.

Extracurricular activities Positive rapport with school police officers

Page 31: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Divergent Thinking

Page 32: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Longitudinal Study of Creativity and Gifted

3 – 5 yrs. old 98%8 – 10 yrs. old 32%13 – 14 yrs. old 10%25+ yrs. old 2%

Page 33: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

The At-Risk Teenager

Sheryl Feinstein

Page 34: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Factors That Put Teens At-RiskPovertyLiving in neighborhoods with high crime

& easy accessibility to drugs & alcoholAcademic failureDelinquent friendsDysfunctional familyMother’s educationAbuseTEENAGE BRAIN

Page 35: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Window of Sensitivity

Addiction:AlcoholSmokingDrugs

Page 36: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Dopamine

Immediate effect of drinking alcohol is an increase in dopamine

The brain becomes fooled into naturally producing less dopamine

The body becomes dependent upon alcohol to feel good, dependence occurs

Page 37: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Adolescent addiction occurs more quickly and are more resistant to recovery

Teenagers have a reduced sensitivity to intoxication

Adolescents are less inhibitedDrugs and alcohol have a greater effect on their cognition

Page 38: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Girls Implode, Boys ExplodeCutting

They cut to relieve strong emotion; tensions, stress. It takes away the numbness they are feeling in their lives.

Brain releases endorphins creating feelings of pleasure with each cut.

Serotonin, a calming agent is believed to be misused.

Page 39: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Great Books for At-Risk StudentsHatchet _________________Holes _________________The Twilight Series _________________The Harry Potter Series

_________________The House of Night Series _________________Crackback _________________Blueford Series _________________Call of the Wild _________________Touching Spirit Bear _________________

Page 40: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

ADHDSmaller Brain

Frontal Lobes smaller & reduced

activity

Basal Ganglia – reduced activity

Short attention span

Trouble sequencing

Hyper-focus

Page 41: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Reactive StrategiesStay calm & non-confrontationalDon’t get off topic, stick to the factsDon’t defend yourself verballyDon’t point the blameRepeatedly restate your directive Ask them, “What do you know?”

Page 42: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Depression Depression PubertyPubertySerotoninSerotoninRight Prefrontal CortexRight Prefrontal CortexHippocampusHippocampus

Page 43: By Sheryl Feinstein Sheryl.feinstein@augie.edu Reaching & Teaching the Teenage Brain.

Thank You for Coming

Sheryl FeinsteinSheryl [email protected]@augie.edu