Teenage brain development
It has long been presumed that the brain is fully developed by adolescence. It reaches its peak physically by age 10 and by this time many of the social and cognitive functions, such as language development and deductive reasoning are largely developed.
During adolescence, however, the brain is undergoing major restructuring, and a whole new set of processes are under development.
These processes that are called 'executive functions' include the following:
In order to develop mastery of these functions, the adolescent needs to actively practice these skills. Luckily, biology is on our side because during adolescence, a more primal part of the brain takes over. This part of the brain is called the Amygdala and it is highly influenced by hormones and functions mostly through emotion.
It has long been presumed that the brain is fully developed by adolescence. It reaches its peak physically by age 10 and by this time many of the social and cognitive functions, such as language development and deductive reasoning are largely developed.
During adolescence, however, the brain is undergoing major restructuring, and a whole new set of processes are under development.
These processes that are called 'executive functions' include the following:
- abstract conceptual understanding
- impulse control
- problem solving
- decision making
- judgement
- emotion regulation
- frustration tolerance
- ability to feel empathy
- memory development
In order to develop mastery of these functions, the adolescent needs to actively practice these skills. Luckily, biology is on our side because during adolescence, a more primal part of the brain takes over. This part of the brain is called the Amygdala and it is highly influenced by hormones and functions mostly through emotion.
Adolescents from 12-15 years old experience rapid brain growth that leads to the ability to think abstractly. There are no longer materials on the shelf but raw materials for them to create their own materials. This enables them to self-reflect, or to 'think about what they are thinking abut'. They are in their sensitive period for developing social relationships and are now able to display empathy and compassion for their peers and others.
Group work is an important part of the middle school learning environment and replaces the manipulatives found in the lower grades.
Students recieve lessons from their teacher as a community, and then research guiding questions in smaller groups. Each group presents what they have learned to the whole group, thereby completing a three-part lesson. Adolescents gain valuable skills in this process, which is repeated throughout the year.
Middle school students follow a format that is divided into 5 cycles; natural world, social world, personal world, math and literature are integrated by a common theme. (I don't understand the themes yet) The themes in the first year consist of Connections, Exploration, Identity, Relationships and Intedependence. In the second year they are Forces, Structure, Power Change and Balance. Each session is 6 weeks.
Group work is an important part of the middle school learning environment and replaces the manipulatives found in the lower grades.
Students recieve lessons from their teacher as a community, and then research guiding questions in smaller groups. Each group presents what they have learned to the whole group, thereby completing a three-part lesson. Adolescents gain valuable skills in this process, which is repeated throughout the year.
Middle school students follow a format that is divided into 5 cycles; natural world, social world, personal world, math and literature are integrated by a common theme. (I don't understand the themes yet) The themes in the first year consist of Connections, Exploration, Identity, Relationships and Intedependence. In the second year they are Forces, Structure, Power Change and Balance. Each session is 6 weeks.
