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10 Main Ideas

The document discusses factors that influence learning in the adolescent brain. It notes that meaningful information and emotional responses help the brain pay attention. The brain forms strongest connections through concrete experiences, and abstract thinking develops later. The adolescent brain can hold around 7 items in working memory and requires social interaction and practice to learn and remember information long-term. Visual information is best retained, so teachers should use stories, hands-on activities, and other brain-compatible strategies.

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alejandra barrera
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29 views1 page

10 Main Ideas

The document discusses factors that influence learning in the adolescent brain. It notes that meaningful information and emotional responses help the brain pay attention. The brain forms strongest connections through concrete experiences, and abstract thinking develops later. The adolescent brain can hold around 7 items in working memory and requires social interaction and practice to learn and remember information long-term. Visual information is best retained, so teachers should use stories, hands-on activities, and other brain-compatible strategies.

Uploaded by

alejandra barrera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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BUAP LEI PROGRAM

LANGUAGE TEACHING COURSES

Student´s name: Alejandra Barrera Solis

1. Current research states that the brain undergoes two main periods of increased production of gray-
matter: the first begins during fetal development and lasts until around 18 months of age and the second
occurs during early adolescence.

2. Two factors strongly influence whether the brain pays attention to a piece of information: 1. If the
information has meaning. 2. If the information causes an emotional response.

3. Meaning and emotion are crucial elements to grab the brain’s attention and thereby aid learning.
Learning in its simplest form is a process of building neural networks in the brain. These networks are
formed in three different ways – through concrete experiences, symbolic learning, and abstract learning.

4. The brain makes the strongest connections through concrete experiences. Without concrete experiences,
symbolic and abstract learning have little or no meaning. Because abstract thought processes are not
well-developed until late adolescence (around age 18 to 20), the most effective teaching styles
encompass methods that create concrete experiences within the boundaries of the school setting.

5. A young adolescent brain can hold seven items of information, plus or minus two items, in working
memory. Short-term memory stores about 7 pieces of information for about 30 seconds. If the
information is not easily remembered through chunking or other strategies, it will be quickly forgotten. •
Working memory stores about 7 pieces of information for 20 to 30 minutes. If the brain does not
determine the information to be meaningful, it is not stored in long-term memory and is lost. • Use Brain
Compatible Strategies such as Chunking, Storytelling, Mnemonics, and Rhythm, Rhyme, and Rap.

6. The young adolescent brain does not have a fully developed frontal lobe (which houses higher-level
thinking) so many times the thinking gets accomplished by the amygdala (which typically stores
emotional memory). Emotion can also work against learning – no learning occurs if a student feels
threatened. Something as simple as being called on to answer a question or asked to read aloud can
produce a threatening situation for some students.

7. The brain is social & requires interaction in order to develop properly. • The brain’s primary function is
to promote survival of the body. Hundreds of years ago, a person stood a better chance of surviving as a
member of a group versus as an individual. Thus, humans have evolved into social beings and require
social interaction in order to mature appropriately.

8. Practice/rehearsal is critical to learning for the long term. • Understanding must be checked frequently to
ensure that the rehearsal is correct. Use of the Socratic Teaching method (asking the audience questions)
will allow feedback and verification of understanding.

9. We take in more information visually than through any other sense. • We have a tremendous capacity to
store pictures in long term memory. • Use Brain Compatible Strategies such as Visuals & Graphics,
Storytelling, and Hands-on activities.

10. Brain Compatible Strategies for Increasing Learning Storytelling, Reciprocal Teaching – Think, Pair,
Share, Metaphor, Analogy and Simile, Visuals/Graphics, Mnemonics, Hands-on / Simulations, Wait
Time, Rhythm, Rhyme, and Rap, Chunking.

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