Teenage Brain Dr. Cherie Major cmajor@uidaho members.tripod/cheriemajor
Teenage Brain Dr. Cherie Major cmajor@uidaho.edu http://www.members.tripod.com/cheriemajor Educational Implications Based on the Frontline Video Inside the Teenage Brain Lobes and Basic Functions Nerve Cell Development Chemical trail Migration Branch, prune and myelin
Teenage Brain Dr. Cherie Major cmajor@uidaho members.tripod/cheriemajor
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Teenage Brain Dr. Cherie Majorcmajor@uidaho.eduhttp://www.members.tripod.com/cheriemajor Educational Implications Based on the Frontline Video Inside the Teenage Brain
Development • Chemical trail • Migration • Branch, prune and myelin • Vulnerable to environment
Inside the Teenage BrainFrontline Part I • Rapid Frontal Lobe Development > 9-25 years • Proliferation and pruning > experiences lead to pathways developed > use it or lose it • Executive director • Organization problems • Don’t think about or worry about consequences • Drugs have a higher impact • Regulates mood (hormones and mood) • high risk most vulnerable • more access to things that harm Implications:
EmotionsFrontline Part II • Teens process information in different regions of the brain than an adults • emotions – don’t assume they understand what you say or read emotions the same Implications:
CerebellumFrontline Part III • Cerebellum coordinates movement and thinking • Thinking and memory are enhanced with complex motor tasks like exercise/dance/sports/cheers etc. • Implications:
SleepFrontline Part IV • Sleep deprivation affects mood and performance - 9 1/4 hours Implications:
RelationshipsFrontline Part V • Teens yearn for parents/teachers time – don’t want to ask - want to be noticed Implications:
Memory Sensory memory taste/smell/sounds/touch/sight Working memory Rehearsal Long-term memory
Rehearsal Visual/Sound/Write/Talk Relate to prior experience or real life (What is this like?) Create complex motor task Teach Review: minutes/hours/day/ weekly/month (rotate order- first/middle/last) Interdisciplinary Curriculum (interference)
Enriched Environment Larger frontal lobes Higher metabolic rate More glial cells
Classroom Environment Stimulating artifacts/manipulatives/simulations Positive = motivation Negative = avoid Social interaction and application vs passive instruction High emotion enhances memory funny/sad stories/excitement
Positive Emotions and Immune Functions • Viewing humorous tapes • Increased viral antibodies in saliva • Using humor as a coping strategy for stress has long term positive effect on immune system • Kathleen Dillon
Test Anxiety • Sympathetic system for fight or flight (anxiety) • Blood Flow to Mid-Brain • Adrenaline/heart rate/blood to extremities • Para sympathetic system – reverse • Reduce Test Anxiety • Endorphins - exercise • 1st answer easy • answer known questions first • cheat sheet (small review card) • 5 minutes to look up answers
Spelling Research • Reading is recognition Spelling is recall • Types –phonetically inaccurate/accurate • PA – Temporal Lobe /Auditory Trace • 1/3 French & English • Italian & Spanish ½ the rate • Visualize – spell backwards • Provide visual cues – don’t look up
Females Verbal abilities Receptive language Productive language Analogies Comprehension Fluency Creative writing Males Visual-spatial Directions & shapes Mental rotation Maze & maps Geometry & Math Aiming and tracking Physically aggressive Sex Differences in Cognitive Abilities
Websites for Brain Researchhttp://web.sfn.orgSociety for Neurosciencehttp://www.epub.org.br/cm Brain and Mind