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Exploring Stress and Learning Environment for Teens

Review sources on stress and its impact on teens, including "The New Science of Success" and "Today's Exhausted Super Kids," to develop considerations for a beneficial learning environment.

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Exploring Stress and Learning Environment for Teens

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  1. Who needs to finish the Scelfo reading from Friday? Borrow a copy from up front; you have 5 minutes. The rest of you, while you wait, please quietly review: How can we apply these latest sources to our research question? • "The New Science of Success” – Carol Dweck 2013 Happy & Well video • “Today’s Exhausted Super Kids” – Frank Bruni, The New York Times • “Suicide on Campus and the Pressure of Perfection” - Julie Scelfo, 2015 Research Question:What are the most important considerations one should make when developing a beneficial learning environment for teens?

  2. Hook, Housekeeping & Homework MONDAY Open up you notebook to where you have been doing quick writes and notes for this unit. Spend 5 minutes writing to the following prompts: • What is “stress”? How do you define stress? • Is stress good or bad? • What do you find “stressful”? How do you handle stress? HOMEWORK: Review your Unit Guide for the Summative assignment Research Question: • What are the most important considerations one should make when developing a beneficial learning environment for teens?

  3. Past, Present, Future MONDAY • "The New Science of Success” – Dweck video and chart • “Today’s Exhausted Super Kids” – Frank Bruni, The New York Times • Scelfo’s “Suicide on campus and the Pressure of Perfection” • “How to Make Stress Your Friend” - Kelly McGonigal(TedTalk speaker) • “Teenage Brains are Malleable and Vulnerable” – Hamilton, 2013” – CommonLit • Formative 2 to SUMMATIVE 1!

  4. Unit 1 Guide: Being Teen Standard(s) 2. Reading for All Purposes 4. Read a wide range of informational texts to build knowledge and to better understand the human experience. Objectives:  • Reading: Read closely to determine what the text says explicitly, to make logical inferences from it, & to cite strong and thorough textual evidence in order to support analysis of complex texts.  • Research: Use a research question to guide research and learning & gather information from multiple research sources to answer a question or complete a project, propose solutions, or share findings and conclusions.  • Writing & Speaking: Write texts to develop a topic, to clearly & accurately convey complex ideas, concepts, and information through the effective selection, organization, and analysis of content; develop the topic with well-chosen, relevant, and sufficient facts, concrete details, quotations, or other information and examples, and logical explanations and analysis. Relevance: By examining what others think and say, we can learn more about our own belief systems and take action on what is important to us. Through practicing the close reading skills that are needed in the research process, we are honing our skills for any inquires we have in our future (selecting a college, buying a car, etc.)  Essential Questions: What are the most important considerations one should make when developing a beneficial learning environment for teens?

  5. Activity: Develop & Apply Purpose: to examine how stress plays a role in our lives and how this might negatively or positively(!) impact a learning environment Tasks: View the video: “How to Make Stress Your Friend” - TedGlobal 2013 (14:28) • “Stress. It makes your heart pound, your breathing quicken and your forehead sweat. But while stress has been made into a public health enemy, new research suggests that stress may only be bad for you if you believe that to be the case. Psychologist Kelly McGonigalurges us to see stress as a positive, and introduces us to an unsung mechanism for stress reduction: reaching out to others.” • KellyMcGonigal · Health psychologist; Kelly McGonigal translates academic research into practical strategies for health, happiness and personal success. • Pause periodically and summarize her ideas in your notes Outcome: What connections can you make between what she says about stress and some of our most recent sources? • How could it connect to Dweck’s ideas about (fixed vs) growth mind set? • What connections can you make to what Bruniand Scelfo say about exhaustion & pressure for teens and young adults? What are the most important considerations one should make when developing a beneficial learning environment for teens?

  6. Considering Our Summative Brain Development – Strategies/Motivators – Emotional/Psychological How can we apply these latest sources to our research question? • "The New Science of Success” – Carol Dweck 2013 Happy & Well video • “Today’s Exhausted Super Kids” – Frank Bruni, The New York Times • “Suicide on Campus and the Pressure of Perfection” - Julie Scelfo, 2015 Research Question:What are the most important considerations one should make when developing a beneficial learning environment for teens?

  7. Coming Soon… • Return Formative 2 • Summative Assessment • Lab time • Wednesday, Oct. 3 – Thursday, Oct. 4th – Friday, Oct 5th • “Teenage Brains Are Malleable and Vulnerable, Researchers Say” – John Hamilton, 2012, CommonLit

  8. Hook, Housekeeping & Homework TUESDAY Have out your notes from yesterday on “How to Make Stress Your Friend.” Turn to a shoulder partner and discuss what you learned from this video. HOMEWORK: READ/RE-READ ALL DOCUMENTS FROM TODAY; RETURN WITH QUESTIONS & READY TO WORK! Summative Assessment (Due Friday - afternoon) Research Question: What are the most important considerations one should make when developing a beneficial learning environment for teens?

  9. Past, Present, Future TUESDAY • “How to Make Stress Your Friend” - Kelly McGonigal(TedTalk speaker) • Formative 2 to SUMMATIVE 1! SUMMATIVE 1! • “Teenage Brains are Malleable and Vulnerable” – Hamilton, 2013” – CommonLit

  10. Unit 1 Guide: Being Teen Standard(s) 2. Reading for All Purposes 4. Read a wide range of informational texts to build knowledge and to better understand the human experience. Objectives:  • Reading: Read closely to determine what the text says explicitly, to make logical inferences from it, & to cite strong and thorough textual evidence in order to support analysis of complex texts.  • Research: Use a research question to guide research and learning & gather information from multiple research sources to answer a question or complete a project, propose solutions, or share findings and conclusions.  • Writing & Speaking: Write texts to develop a topic, to clearly & accurately convey complex ideas, concepts, and information through the effective selection, organization, and analysis of content; develop the topic with well-chosen, relevant, and sufficient facts, concrete details, quotations, or other information and examples, and logical explanations and analysis. Relevance: By examining what others think and say, we can learn more about our own belief systems and take action on what is important to us. Through practicing the close reading skills that are needed in the research process, we are honing our skills for any inquires we have in our future (selecting a college, buying a car, etc.)  Essential Questions: What are the most important considerations one should make when developing a beneficial learning environment for teens?

  11. Considering Our Summative Brain Development – Strategies/Motivators – Emotional/Psychological How can we apply these latest sources to our research question? • "The New Science of Success” – Carol Dweck 2013 Happy & Well video • “Today’s Exhausted Super Kids” – Frank Bruni, The New York Times • “Suicide on Campus and the Pressure of Perfection” - Julie Scelfo, 2015 • “How to Make Stress Your Friend” – Kelly McGonigal, 2013 Research Question:What are the most important considerations one should make when developing a beneficial learning environment for teens? TASK: Spend 5 minutes with your peers – What can you use from them to support your opinion?

  12. Instruction: Obtain Tuesday Purpose: to show what you know about using paragraph development strategies in a summative assessment by applying ideas learned in a text to answer a research question. Tasks: • First, let’s see what our peers did for Written Formative 2 in preparation for your Summative!(and next slides) • Next review assessment assignment (handout) • Questions? • Revisit formatives: What was done well and should be kept? What needs to revised? What should be discarded? • Brainstorm & Organize: What additional ideas do you have from the more recent sources? What do you want to change or add because of this? • Thesis: Using the graphic organizer, re-write your thesis statement, incorporating your final 2-3 most valuable points in response to the research question. • Gather evidence/textual details: Using the graphic organizer, finalize what 3 sources (articles, videos) you will use to exemplify your points.

  13. Instruction: Obtain • Thesis with Identification of Points • Identification of Point from thesis as Topic Sentence for Body Paragraph • Exemplification from a Source • 2 total, different • Signal Phrases & Citations • David Dobbs, a writer for National Geographic, shared in this article “Teenage Brains” that “although sensation seeking can lead to dangerous behaviors, it can also lead to positive ones” (3). • Transitions • Avoid “This quote shows…” or “This shows that…” etc. • Explanation • Elaboration • Signal w/ prompt language: Including challenging tasks in school is most important because… • Consider “outside” of text: Peer interaction in a math class might look like… As a student, I see first hand how my science teacher … Once adults, teens will need to apply these same skills to… This idea also affects…

  14. Activities: Summative AssessmentLab 257 Wednesday - Friday Schedule: • Wednesday: Drafting thesis and gathering additional exemplification from sources (Note: you need 3 different sources); writing and re-writing paragraphs • Thursday: Writing (and re-writing) body paragraphs • Friday: Revising and editing draft thesis and paragraphs for final copy (Note: Content should be done; this is the time for punctuation, capitalization, etc. editing) Specific Tasks: • Brainstorm & Organize: What additional ideas do you have from the more recent sources? What do you want to change or add because of this? • Thesis: Using the graphic organizer, re-write your thesis statement, incorporating your final 2-3 most valuable points in response to the research question. • Gather evidence/textual details: Using the graphic organizer, finalize what 3 sources (articles, videos) you will use to exemplify your points. • Draft: Write a draft of all of your body paragraphs. Remember to support your ideas with quoted and summarized text evidence and to explain and elaborate on how these support your points. Ask questions as needed. • Revise and finalize draft: Use a peer (or two);Ask questions as needed. • Properly formatted (4-line heading, centered assignment title, double-spaced throughout, Times New Roman, 12-point font, etc.) • No more than 2 pages (definitely no more than 2 ½) • Properly documented sources (see handouts) • Use of strong sentence starters and transitions; ideas connect and build upon one another • Checked for spelling, capitalization, sentence completeness, punctuation, usage. (see handouts) • Submit work electronically through turnitin.com and well as in hard copy form

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