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Brain Activity

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Brain Activity

Part 1: 5 Brain Facts

“Annotated list of 5 Things Every Educator Should Know about the Adolescent Brain”:

Fact. Adolescents' brains are still developing and are not fully mature until their mid-20s.

This means that adolescents may struggle with impulse control and decision-making, and their

risk-taking behaviors may be heightened. Educators should be aware of these potential

challenges and provide guidance and support for safe decision-making (Giedd and Rapoport,

2010). Abilities like strategic thinking, prioritization, and impulse control originate in this part of

the brain. Adolescents tend to act recklessly because they lack the maturity to comprehend the

consequences of their actions fully.

Fact. Adolescents' brains show a significant increase in gray matter volume during

puberty.

This increase in gray matter volume is associated with increased cognitive abilities, such as

memory and attention. Gray matter in the cerebral cortex thins, but white matter that links

different parts of the brain expand in volume. Educators should take advantage of this

developmental period by providing opportunities for students to engage in deep learning and

critical thinking (Luders, Toga, Lepore, and Gaser, 2009).

Fact. Adolescents' brains are more sensitive to rewards and peer influence.

This means that adolescents may be more expected to involve in risky behaviors if they perceive

them as being rewarded or if their peers influence them. Adolescents' reward-sensitive

motivating state can lead them to take more risks because they lack the cognitive maturity to

dampen their reward systems' activity via control signals. Educators should be aware of this and
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provide positive reinforcement for positive behaviors and guidance for avoiding negative peer

pressure (Steinberg, 2008).

Fact. Adolescents' brains are more responsive to stress.

This means that adolescents may be more vulnerable to the negative effects of stress, such as

anxiety and depression. Teens are more susceptible to developing anxiety and depression than

adults because their brains are still growing and they may react to stress differently. Educators

should be aware of this and provide a supportive and safe learning environment to help mitigate

the effects of stress (McEwen, 2000).

Fact. Adolescents' brains are more malleable and adaptable, making this a key period for

learning and development.

This means that adolescents have the potential to learn and develop new skills and abilities at a

faster rate than at other developmental stages. Adolescent brains are highly plastic, very

malleable, and responsive to their surroundings. The mental or academic challenge, physical

activity, and outlets for creativity like art all foster a healthy brain and a lifelong love of learning.

Educators should take advantage of this by providing opportunities for students to engage in

challenging and diverse learning experiences (Kolb and Whishaw, 2009).

Part 2: Reflection

Adolescents' brains are more sensitive to rewards and peer influence, and adolescents'

brains are more malleable and adaptable, making this a key period for learning and development.

These two facts about the adolescent brain have significant implications for instructional practice

and student learning.

Adolescents' brains are more sensitive to rewards and peer influence. This means that

adolescents may be more expected to involve in risky behaviors if they perceive them as being
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rewarded or if their peers influence them. To take advantage of this increased sensitivity to

rewards, educators can use positive reinforcement strategies to motivate students and encourage

positive behaviors. For example, providing students tangible rewards such as stickers or small

prizes for completing a task or achieving a goal can increase their motivation to learn.

Additionally, using technology such as gamification, where learning activities are designed to be

engaging and fun, can also increase students' motivation to learn.

However, it is also vital for educators to be conscious of the potential negative effects of

peer influence and provide guidance for avoiding negative peer pressure. For example, providing

students with social and emotional learning (SEL) instruction can help them develop the skills

they need to make safe and healthy choices, even under peer pressure. SEL instruction can be

delivered through technology, such as online modules or interactive games.

Adolescents' brains are more malleable and adaptable, making this a key period for

learning and development. This means that adolescents have the potential to learn and develop

new skills and abilities at a faster rate than at other developmental stages. To take advantage of

this increased malleability, educators can provide students with opportunities to engage in

challenging and diverse learning experiences (Steinberg, 2008). For example, using virtual and

augmented reality technology can provide students with immersive learning experiences that can

help them acquire new knowledge and skills. Additionally, providing students with opportunities

to work on real-world projects, such as designing a website or creating a video game, can help

them develop critical thinking and problem-solving skills.

In conclusion, understanding the adolescent brain and its unique characteristics can help

educators create instructional practices that are more effective and engaging for students. Using

technology such as gamification, SEL instruction, virtual and augmented reality, and project-
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based learning, educators can create opportunities for students to learn, grow, and develop the

skills they need to succeed in the 21st century.

References

Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking.

Developmental Review, 28(1), 78-106.

Kolb, B., & Whishaw, I. Q. (2009). Fundamentals of human neuropsychology. New York: W.H.

Freeman.

Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York:

Palgrave Macmillan.

Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions:

Testing a model of their joint relations with academic performance. Journal of

Educational Psychology, 101(1), 115-135.

Giedd, J. N., & Rapoport, J. L. (2010). Structural magnetic resonance imaging of the adolescent

brain. Annals of the New York Academy of Sciences, 1191(1), 252-254.

Luders, E., Toga, A. W., Lepore, N., & Gaser, C. (2009). The underlying anatomical correlates

of long-term meditation: Larger hippocampal and frontal volumes of gray matter.

NeuroImage, 45(3), 672-678.

McEwen, B. S. (2000). The neurobiology of stress: From serendipity to clinical relevance. Brain

Research, 886(1-2), 172-189.