The Teenage Brain

1. The Teenage Brain Consequences Within the Classroom

2. BRAIN FACTS • Let’s do some myth-busting.

3. Myths – TRUE OR FALSE? • We use 10% of brain

4. FALSE! • We use all of our brain. Under PET scans and CAT scans, different areas of the brain are used, but we use our whole brain.

5. The effect of extreme deprivation in infancy: This child suffers from emotional and cognitive problems.

6. Myth? • As we age, we lose our brain cells.

7. FALSE! • The brain can continue to learn and “make connections” until death.

8. Myth ? • Every drink kills 10,000 cells

9. FALSE • Every drink does not kill 10,000 cells. • Scare tactic. • Drinking does affect development – especially fetus and teenagers.

10. Does Size Matter? What is the biggest organ in the body?

11. The Skin • Skin – 6 lbs • Brain, 2.75-3 lbs There is no correlation between brain size and ability.

12. BRAIN FACTS • At rest, it uses 25% of the body’s energy. • A strong heart keeps a brain healthy.

13. Brain Facts, continued … We have 1 hundred billion neurons.

14. Neuron

15. One Trillion Pennies

16. We have about 1 Quadrillion Connections

17. Structure and Changes in the Teenage Brain

18. In the beginning … • In the early years, the brain nearly triples in size and weight.  • There is a huge buildup of neural connections. • This is followed by a massive reorganization at the terrible two’s.

19. By adolescence, the brain has almost reached its full size, and conventional wisdom had it that the adolescent brain was fully developed.

20. The conventional wisdom was wrong … as every parent and teachers of adolescents had already suspected.

22. What’s not finished 1 of 3? • The prefrontal lobes – this part of the brain is still developing during the teen years, perhaps not finished into the late twenties.

23. The prefrontal lobe is responsible for the following: Reasoning ability Goal and priority setting Ability to make sound judgments Planning and organization of multiple tasks Impulse inhibition Self-control Emotional control Determining right from wrong Determining cause and effect relationships.

24. And that’s not quite it either … (2 of 3) • Cerebellum isn’t finished either! • Best known for controlling movement, but also coordinates cognitive processes. • Physical activity influences the cerebellum, so … • Sports/physical activities are good for the brain.

25. Unfinished business, part 3 • The amygdala is used for instinctive emotional reactions.

26. Amygdala • Matures before the frontal lobe. • So, adolescents respond with gut reactions before reasoned ones. • This accounts for impulsive and risky behavior.

27. Also accounts for … Courage

28. Medal of Honor (MOH) “(they) have courage to the men around them. And, finally, they are young men.” Richard Nixon to the MEDAL OF HONOR RECIPIENTS 1969 MOH recipients range from 12 to 30

29. Behavior Effects of the Amygdala • Erratic Behavior • Compulsive Behavior • Pleasure/Thrill Seeking • Alcohol-Drug Abuse • Promiscuity • Limits • “How much can I do?” • “How much can I get away with?”

30. You’ll recognize this … • The “Emotional Crisis” • To us, yet another frivolity • Very real to them

31. SOLUTIONS • Keep a level head. Remain calm. • Sympathize. I say, “Unfortunate.” • Remain firm – this does not excuse behavior.

33. I’m Scared (Dealing With Feelings) byElizabeth Crary, Jean Whitney

34. So when you give your look …

36. Don’t be discouraged … They just … might not … “get it”

38. Credits • Pat Wolfe, Ed.D. • 3rd Annual Differentiated Instruction Conference • Las Vegas, July 10-13th. • http://www.dana.org • http://www.kokogiak.com/megapenny/ • http://www.historychannel.com/mailcall/ • www.medalofhonor.com