Teenage brain dr cherie major cmajor@uidaho edu http www members tripod com cheriemajor
1 / 26

Teenage Brain Dr. Cherie Major cmajor@uidaho members.tripod/cheriemajor - PowerPoint PPT Presentation

  • Uploaded on

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

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Teenage Brain Dr. Cherie Major cmajor@uidaho members.tripod/cheriemajor' - Rita

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Teenage brain dr cherie major cmajor@uidaho edu http www members tripod com cheriemajor l.jpg

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

Educational Implications

Based on the Frontline Video

Inside the Teenage Brain

Development l.jpg

  • Chemical trail

  • Migration

  • Branch, prune and myelin

  • Vulnerable to environment

Inside the teenage brain frontline part i l.jpg
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


Emotions frontline part ii l.jpg
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


Cerebellum frontline part iii l.jpg
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 l.jpg
SleepFrontline Part IV

  • Sleep deprivation affects mood and performance - 9 1/4 hours


Relationships frontline part v l.jpg
RelationshipsFrontline Part V

  • Teens yearn for parents/teachers time – don’t want to ask - want to be noticed


Memory l.jpg

Sensory memory taste/smell/sounds/touch/sight

Working memory


Long-term memory

Rehearsal l.jpg


Relate to prior experience or real life

(What is this like?)

Create complex motor task


Review: minutes/hours/day/ weekly/month (rotate order- first/middle/last)

Interdisciplinary Curriculum (interference)

Enriched environment l.jpg
Enriched Environment

Larger frontal lobes

Higher metabolic rate

More glial cells

Classroom environment l.jpg
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 l.jpg
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 l.jpg
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 l.jpg
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 l.jpg


Verbal abilities

Receptive language

Productive language




Creative writing



Directions & shapes

Mental rotation

Maze & maps

Geometry & Math

Aiming and tracking

Physically aggressive

Sex Differences in Cognitive Abilities

Male female performance l.jpg

Slide26 l.jpg
Websites for Brain Researchhttp://web.sfn.orgSociety for Neurosciencehttp://www.epub.org.br/cm Brain and Mind