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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