Friday, October 19, 2012

521 Blog Post #2

How does your overall lesson designing and planning incorporate knowledge of the teenage brain? 
The teenage brain is a brain in transition. The gray matter in the prefrontal cortex of the teenage brain is decreasing which serves to prune unnecessary synapses and strengthen important synapses. The prefrontal cortex affects decision making, planning, inhibiting inappropriate behavior, social interaction, and self-awareness. This biological process explains what many understand to be the cause of typical teenage behavior like risk-taking, decreased empathy, and impulsivity. My lesson plan will address the social teenage brain with partner and group learning activities. It will also include a class management plan that includes repetition of copying learning and language objectives from the board and weekly homework assignments.

How does your overall planning for learning, designed to access memory lanes and use what you know about how adolescents learn?
The brains stores information as five different types of memories: Semantic, Episodic, Procedural, Automatic, and Emotional. When a student summarizes a reading in my class he or she will be accessing Semantic Memory. Taking my students on fieldtrip would activate their Episodic Memory. The repetition of writing the day’s objectives will activate students’ Procedural Memory. A group quiz study game will enhance my students’ Automatic Memory. When the students put on a skit role playing class rules they will access Emotional Memory.

How are students engaged in the learning?
By assigning a self-reflective activity just before progress reports are sent home I will teach my students to self-assess, take ownership over their learning, and set goals for themselves.

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