The human brain doesn't stop developing until at least 25 years of age. In addition, the brain is an organ with a great deal of plasticity, meaning that the brain is constantly restructuring itself in response to various stimuli in the environment. Stimuli can vary widely and include: exercise, stress-levels, sleep, mood, hormones, and, yes, school. Teens have a reputation for impulsive behavior, taking risks, testing authority, extreme self-consciousness (at the expense of being open to other perspectives), and a persistent to drive to seek independence. Unlike the adult brain, the prefrontal cortex of the teenage brain is still developing. Since this region of the brain is responsible for decision-making, inhibition of risky behavior, and appropriate social interaction, this may explain, in part, the strong drive for teenagers to engage in these behaviors.
As a teacher, I can help shape the
brains of my students by modeling and explicitly teaching how to collaborate in
groups and form a class community. Not only will this help students develop
socialization skills, but it will establish a warm and supportive class
community where every student feels respected and valued. The brain learns best
in a low-stress environment in order to support students as they take risks,
make mistakes, and learn from their mistakes. I can present different
perspectives to my students from the content, from my past experiences as a
scientist, and from the students. I can also design my lesson plans to fun,
interesting and focused on the students. I want the students to have ownership
in what they do to teach them how to be independent and how to handle responsibility.
Having ownership in what students learn by giving them choices in topics they
learn about, assignment due dates, or test formats empowers the student to have
control over their learning. The lessons will be structured around hands-on
activities in groups. Students enjoy socializing and can group activities can
help develop productive cooperativity and communication. In addition, students
learn best by doing something your hands. I learned science the best when I was
in the lab doing experiments. I want to duplicate this experience for my
students.
Engage the Students, Activate the
Learning
With everything in mind about the
teenage brain, one important goal I have as a teacher is to strengthen neuronal
connections to help commit new content to long-term memory storage. This in
mind, my lessons must first captivate the interest of my students and their
teenage brains. I begin with an anticipatory set to connect student background
to the new content. I also begin with a brief review of the previous lesson,
helping students understand the connections between different lessons. For my
lesson on photosynthesis and cell respiration, we will review the concept of
energy and ATP from the lesson before. Then, we will watch a short, 2:00 video
about the ocean, phytoplankton, and photosynthesis, followed by a discussion of
how phytoplankton supplies the oxygen for every other breath we breathe.
Accessing Memory Lanes and Lesson
Planning
We are more likely to remember something if we've seen it in
several different ways. This builds connections between neurons, providing the
brain with multiple pathways to access the same memory. During adolescence, the
brain undergoes remodeling, decreasing the amount of gray matter, where neurons
and synapses (the spaces between neurons) are housed. Scientists believe this
is because weak neuronal connections are pruned, while strong neuronal
connections are strengthened, similar to defragging your computer or organizing
your filing cabinet. As a teacher, I need to teach the content in short chunks
and in a variety of ways in order to increase the likelihood that students will
remember it. Most importantly, I need to help students understand how the
content I’m teaching in the classroom is relevant to them in real-life. In
addition, graphic organizers, music, movement, teacher enthusiasm, humor,
music, and games are all techniques I plan on using in order to activate
several different areas of my students’ brains to help them remember how
photosynthesis and cell respiration are similar and how they are different.
Specifically, having students construct posters in groups that compare and
contrast photosynthesis and cell respiration would be an activity that would
include many of the ideas listed above.
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