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HS 325 The Teen Brain and Cognitive Function GLSP~ Game Stages

HS 325 The Teen Brain and Cognitive Function GLSP~ Game Stages. Lab Debrief Review of Teaching Styles and Instructional Decisions Observations of 2 recesses due today Mon, Nov. 20 Learning Lab- Meet in Rolle Gym Volunteers needed to set up equipment. Inside the Teen Brain. Insights

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HS 325 The Teen Brain and Cognitive Function GLSP~ Game Stages

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  1. HS 325 The Teen Brain and Cognitive Function GLSP~ Game Stages Lab Debrief Review of Teaching Styles and Instructional Decisions Observations of 2 recesses due today Mon, Nov. 20 Learning Lab- Meet in Rolle Gym Volunteers needed to set up equipment

  2. Inside the Teen Brain • Insights • Key Points • ??? • Generate a list with a partner • Ok to use notes

  3. Inside the Teen BrainWhat a teen does matters! • The cells connected and used will survive and flourish “Use it or lose it!” • Rapid brain growth during adolescence • The teen brain is changing! • Gray matter (thinking part of brain) thickens throughout childhood. • Immature frontal cortex Strategies, Organizing, Consequences: still not fully developed • Brain is most vulnerable to drug use/abuse

  4. Generic Levels of Skill Proficiency(GLSP) • Pre-control (Beginner) • Control (Advance Beginner) • Utilization (Intermediate) • Proficiency (Advanced) GLSP applies to SKILL, not age.

  5. Pre-control • Inability to repeat movements in succession • Awkward, Inefficient Movements • Mostly unsuccessful in reaching goal

  6. Control • More consistent movements • Skill performed correctly more frequently • Skill is not yet internalized/automatic • Intense concentration often required • The learner is unable to consistently perform the skill in unpredictable situations or combine 1 movement with another.

  7. Utilization • Movements appear more automatic • The learner has developed control in predictable situations • Beginning to have success in unpredictable situations • Able to combine the skill with other skills and use in a variety of situations

  8. Proficiency • Skill performances are automatic/internalized • Appears effortless • The learner can focus on other relevant aspects of the performance rather than on the specific skill (opponent, position of teammates, ‘reading the field,” etc.) • Able to make on the adjustments and judgments to meet the changing demands of a dynamic ame situation.

  9. Guidelines for Using GLSP • Determine the class’s predominant skill level for the specific skill being worked on. • Match the tasks to the predominant class skill level. • Make adjustments for individual differences using Intratask Variation, Teaching by Invitation, Indirect Teaching Methods, etc. • Spend the majority of the class time in APPLICATION to hold student interest as they improve their skill.

  10. Insights re: GLSP • In the upper elementary to the middle school grades it is not uncommon to have children in the same grade at pre-control, control, and utilization levels. • When children have PE 1-2 times per week they will only reach utilization level if they work/train/participate in the skill outside of class. • Achieving the level of proficiency is RARE.

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