Homework answers / question archive / Learning Guide Unit 5 Overview Unit 5: The Adolescent Brain and Neuroscience   Topics:   Major structures of the brain Neurophysiology of learning Patterns of brain development Motivation and emotions Learning Objectives: By the end of this Unit, you will be able to: Analyze how learning occurs from a neuroscience perspective including memory consolidation and neural networks Examine key changes and critical periods in brain development as a function of maturation and experience Evaluate the role of the brain in regulating motivation and emotions Justify specific instructional strategies for teaching and learning in relation to brain research  Tasks: Read the Learning Guide and Reading Assignments Complete the Discussion Assignment by posting in the Discussion Forum Respond to three of your fellow classmates’ posts in the Discussion Forum Complete and submit the Written Assignment Continue your work on the Group Project Complete and submit the Portfolio Activity Introduction The neurological considerations of the adolescent brain can inform teachers about the likely patterns of change and maturation students are experiencing

Learning Guide Unit 5 Overview Unit 5: The Adolescent Brain and Neuroscience   Topics:   Major structures of the brain Neurophysiology of learning Patterns of brain development Motivation and emotions Learning Objectives: By the end of this Unit, you will be able to: Analyze how learning occurs from a neuroscience perspective including memory consolidation and neural networks Examine key changes and critical periods in brain development as a function of maturation and experience Evaluate the role of the brain in regulating motivation and emotions Justify specific instructional strategies for teaching and learning in relation to brain research  Tasks: Read the Learning Guide and Reading Assignments Complete the Discussion Assignment by posting in the Discussion Forum Respond to three of your fellow classmates’ posts in the Discussion Forum Complete and submit the Written Assignment Continue your work on the Group Project Complete and submit the Portfolio Activity Introduction The neurological considerations of the adolescent brain can inform teachers about the likely patterns of change and maturation students are experiencing

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Learning Guide Unit 5

Overview

Unit 5: The Adolescent Brain and Neuroscience
 

Topics:
 

• Major structures of the brain
• Neurophysiology of learning
• Patterns of brain development
• Motivation and emotions

Learning Objectives:

By the end of this Unit, you will be able to:

1. Analyze how learning occurs from a neuroscience perspective including memory consolidation and neural networks
2. Examine key changes and critical periods in brain development as a function of maturation and experience
3. Evaluate the role of the brain in regulating motivation and emotions
4. Justify specific instructional strategies for teaching and learning in relation to brain research 

Tasks:

• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting in the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment
• Continue your work on the Group Project
• Complete and submit the Portfolio Activity
• Introduction

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• The neurological considerations of the adolescent brain can inform teachers about the likely patterns of change and maturation students are experiencing. This unit provides insightful background knowledge about the biological profile of students in your classroom.
•  The neurological approach is not a theory of learning like previous units (i.e. behaviorism, constructivism, social learning, etc.). Instead, the neurological approach focuses on the biological substrates of learning—the necessary neural connections and significant brain structures relevant to teacher goals of memory, language, motivation, and emotional regulation. Content from this unit influences several educational practices, including a classroom management plan, efforts at student learning differentiation, assessment expectations, and in-class questioning strategies.
• Often, the nuances of brain biology can be overly complicated. The Schunk text, however, presents the information in an approachable format that concentrates on the relevance of the classroom. This makes the examples and practical applications in the chapter relatable to the experiences of a classroom teacher. As you complete the chapter, be mindful of the ways in which you can identify how the science of neurology influences your choices for teaching. 

Reading Assignment

1. Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.  

• Read Chapter 2 (pp 29-70). The chapter explores the neuroscience of the adolescent brain and its relevancy to classroom experiences such as memory, language, motivation, and emotions. The chapter starts with the basic structures and processes that explain learning through a biological lens and then begins to apply those same processes to issues that matter to teaching.

2. Armstrong, T. (2016). The power of the adolescent brain: Strategies for teaching middle and high school students. Retrieved from https://www.weareteachers.com/wp-content/uploads/ASCD-2-Book-Sample-PoweroftheAdolescentBrain.pdf

•  Complete the chapter (pp 1-17). Armstrong applies the patterns of brain change experienced during adolescence to issues necessary for teachers to plan instruction.

3. Sun Protection Outreach by Students (n.d.). The adolescent brain-Learning strategies & teaching tips. Retrieved from http://spots.wustl.edu/SPOTS%20manual%20Final/SPOTS%20Manual%204%20Learning%20Strategies.pdf

•  Complete the article (pp 7-11). This reading describes the adolescent brain and details specific learning strategies for increasing learning. The article also offers practical tips for teaching teenagers.

 Optional Video

1. KahnAcademyMedicine (2105). Brain changes during adolescence. [Video file].  Retrieved from 

• The video explains with visuals most of the major brain structures described in the Schunk reading. The explanations focus on adolescent learners and carry implications for instructional practices in the classroom.

2. Blakemore, S.J. (2012).  The Mysterious Workings of the Adolescent Brain. TEDGlobal. [Video File].  Retrieved from https://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain/discussion?nolanguage=enlesbian (14:06)

•  The narrator discusses significant brain changes in the adolescent in an approachable way. Focusing on social behaviors, the video compares the prefrontal cortex in adolescents to that of adults, to show how adolescent behavior is influenced by the growing and developing brain.  Note: TED videos have translations available.

 

 Discussion Assignment

In the discussion forum, you are expected to participate often and engage in deep levels of discourse.  Please post your initial response as early in the unit as possible and continue to participate throughout the unit. You are required to post an initial response to the question/issue presented in the Forum and then respond to at least 3 of your classmates’ initial posts.  You should also respond to anyone who has responded to you. 

Review Table 2.1 Key functions of areas of the brain (Schunk text, p 38). The table summarizes 14 major brain structures and their respective functions. Select two structures and share with your peers how the functions of these structures are important in your classroom. Is there something you teach or a way in which you teach that makes these two structures particularly important? Consider, for example, how these two brain structures influence your teaching approach, choice of delivery, or classroom management.

 When you reply to peers, please comment on the appropriateness of the connection of the brain structure to the activity described. Has your peer correctly identified a structure and aligned it with a task that reflects its correct function? Do you think other structures might also be part of the process your peer has identified?

 Please use APA-citation format when you reference course materials in your post. 

Discussion Forums will be assessed using this rubric.

Written Assignment

Refer to the specific reading assignment from Sun Protection Outreach by Students:  The Adolescent Brain - Learning Strategies and Teaching Tips.

In thinking about one of your lesson plans (or a lesson you have experienced as a student), discuss how a teacher could use at least two of the recommended brain-based strategies mentioned in the reading to improve student success. You may draw from other readings as well, just be certain to cite all sources in APA format.

In your paper, consider what aspects of the strategy are best aligned with what researchers have discovered about the adolescent brain. Are there potential limitations to the strategy you might predict? Does introducing this strategy also create additional challenges?

Submit a paper which is 3-4 pages in length (excluding the Title and References pages), double-spaced. Cite at least 2 outside sources using APA format. Your paper should demonstrate an understanding of this unit’s learning objectives. Check all content for grammar and spelling. Be sure to cite all your resources.

 Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: http://owl.english.purdue.edu/owl/resource/560/01

Papers will be peer-assessed using this rubric.

Group Activity

Continue to work with your group.  The group paper is due at the end of Unit 6. For guidance on how your instructor will assess you on the Group Activity view this rubric.

Portfolio Activity

Review Application 2.1 Teaching to both brain hemispheres (Schunk text, p 40).  This paragraph appears in the text:

“Brain research shows that much academic content is processed primarily in the left hemisphere, but that the right hemisphere processes context. A common educational complaint is that teaching is too focused on content with little attention to context. Focusing primarily on content produces student learning that may be unconnected to life events and largely meaningless. These points suggest that to make learning meaningful—and thereby build more extensive neural connections—teachers should incorporate context as much as possible.”

 In your reflection, share your thoughts on this passage. How do you manage to appeal to both hemispheres? Are some units more left-brain-centric while others are more right-brain-centric? Reflect on the factors that might influence why you might focus more on content rather than process or process over content. What determines your focus? Do you have lessons that are ‘balanced’?

This activity will be assessed by your instructor using the Portfolio Activity Rubric.