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Learning Guide Unit 5: Unit 5: The Adolescent Brain and Neuroscience

This unit focuses on the adolescent brain and neuroscience. It provides background knowledge on brain structures and development that can inform teaching practices. The unit objectives are to analyze learning from a neurological perspective, examine key changes in brain development, evaluate the brain's role in motivation and emotions, and justify instructional strategies related to brain research. Readings and assignments cover the major structures of the brain, neurophysiology of learning, patterns of brain development, and how this applies to memory, language, motivation, and emotional regulation in the classroom.

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212 views

Learning Guide Unit 5: Unit 5: The Adolescent Brain and Neuroscience

This unit focuses on the adolescent brain and neuroscience. It provides background knowledge on brain structures and development that can inform teaching practices. The unit objectives are to analyze learning from a neurological perspective, examine key changes in brain development, evaluate the brain's role in motivation and emotions, and justify instructional strategies related to brain research. Readings and assignments cover the major structures of the brain, neurophysiology of learning, patterns of brain development, and how this applies to memory, language, motivation, and emotional regulation in the classroom.

Uploaded by

maconny20
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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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

 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%20L
earning%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 https://www.youtube.com/watch?v=5Fa8U6BkhNo

 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.

Forum Discussion

Schunk(2012) presents 14 brain areas and their functions. Those areas play important roles in the

human learning process. I am choosing two brain areas which are the cerebral cortex and the

hippocampus to show the way the functions of these structures are important in my classroom.
The cerebral cortex

The cerebral cortex is very important in the writing and reading learning, to learn the writing and

the learning skills students need the use the voluntary motor skills to carry out the writing gesture,

they also need the visual recognition of written words for the reading activities. All those are

managed by the cerebral cortex.

The hippocampus

The hippocampus play an important role the learning process globally as it is the headquarter of

the long term memory. Its role is greater in young children as it is used more by them. The

hippocampus is very useful in that sense it is a great scaffold to fix long term memory. It is so

present in all the learning process and mainly in the development of the lower level of the cognitive

domain which is the knowledge recall. Having say that, we can say the hippocampus play its more

critical part in field that require recalling of information like the history field. It also key to the

math learning process. For instance when resolving problems children use their memory to recall

formulas.

Those two structures are very important for me as a math and reading project manager.

Reference

Quin , Shaozheng. (2014). Hippocampal-neocortical functional reorganization underlies children's

cognitive development. Nature Neuroscience


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

Pearson

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