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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

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teenage brain dr cherie major cmajor@uidaho edu http www members tripod com cheriemajor

Teenage Brain Dr. Cherie Majorcmajor@uidaho.eduhttp://www.members.tripod.com/cheriemajor

Educational Implications

Based on the Frontline Video

Inside the Teenage Brain

development
Development
  • Chemical trail
  • Migration
  • Branch, prune and myelin
  • Vulnerable to environment
inside the teenage brain frontline part i
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:

emotions frontline part ii
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:

cerebellum frontline part iii
CerebellumFrontline Part III
  • Cerebellum coordinates movement and thinking
  • Thinking and memory are enhanced with complex motor tasks like exercise/dance/sports/cheers etc.
  • Implications:
sleep frontline part iv
SleepFrontline Part IV
  • Sleep deprivation affects mood and performance - 9 1/4 hours

Implications:

relationships frontline part v
RelationshipsFrontline Part V
  • Teens yearn for parents/teachers time – don’t want to ask - want to be noticed

Implications:

memory
Memory

Sensory memory taste/smell/sounds/touch/sight

Working memory

Rehearsal

Long-term memory

rehearsal
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
Enriched Environment

Larger frontal lobes

Higher metabolic rate

More glial cells

classroom environment
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
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
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
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
sex differences in cognitive abilities
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
slide26
Websites for Brain Researchhttp://web.sfn.orgSociety for Neurosciencehttp://www.epub.org.br/cm Brain and Mind