This document discusses how brain research can help educators understand middle school learners. It explains that the adolescent brain undergoes major growth and development during puberty, between ages 12-18. Specifically, it discusses how the processes of "blossoming" and "pruning" impact brain development. It also explores how hormones influence male and female brains differently during this stage. The document suggests educators can help students by teaching executive functioning skills, providing repetition to support long-term memory, and helping students navigate social situations and develop healthy habits.

1. Why Do They Act The Way They Do? Brain Research and the Middle Level Learner N.M.S.A. Presenter: Frank Kros, Upside Down Organization

3. 25

4. …Kids experience a second surge in brain growth during………

7. Happens twice in ones lifetime (once at age 2 during language acquisition, 2nd time during adolescence)

8. Overproduction of neurons

9. Eventually creates understanding of abstract concepts

10. Pruning

11. “Use it or Lose it”

12. Myelination

13. The coating of axons

14. Repeating information/practice, practice, practice

15. Hormones

18. A blossoming brain can be described as a “million way map”It’s very fast and makes for “fuzzy” thinking This million way map is managing: Impulses Organization Decision Making Social Cues Predicting Consequences

19. Share “Brain Based” connections: Talk to your neighbor How does this brain based learning apply to Sarah’s scenario? Have you ever witnessed a student trying to navigate their own “million way map?”

20. The Male Brain and hormones Testosterone=POWER!!! 1000X over stimulates the amygdala (palace guard) Social realm comes first! With the stress response we become alert, solve or escape, or experience distress May see: aggression, territorial behavior, dominance, lack of impulse control, increased sex drive Can have periods of melancholy Serotonin-serenity/safety Dopamine-with significant drop may need stimulation or input (high risk takers)

21. Share male specific “brain based” Connections: Talk to the group Can you think of one of your middle level learners who fit this description? Would any of this information cause you to approach this learner differently?

22. The female brain and hormones Estrogen/Progesterone Destabilizes the amygdala (palace guard) Changes neurotransmitter levels May see: amplification of emotions, increased stress and appetite, increased sex drive, moderate to severe depression (girls don’t understand that “it’s” normal) Body attempts to balance 5 hormones and results in some inconsistencies in behaviors

23. Share female specific “brain based” connections: Share with the group Can you think of one of your middle level learners who fit this description? Would any of this information cause you to approach this learner differently?

24. Other applications for educators Repetition, repetition, repetition Learning=Long Term Memory Stress in the brain interferes with learning Supporting students in navigating the social realm Help establish healthy work habits Teach Executive Function Skills

25. What is Executive Function? “Executive Function” is a complex construct that encompasses a variety of cognitive abilities including impulse control, strategic planning, cognitive flexibility, and goal-directed behavior. EF abilities empower us to delay gratification, anticipate consequences of our behavior, focus and concentrate on completing a task and utilize working memory to compare, contrast and select among different choices. In addition, executive function skills allow us to organize, plan and self-monitor our use of time

26. What can I do today, next week, next month? What is one way you could help students to LEARN skills in executive function? Impulse control Planning Flexibility Goal-directed behavior Anticipating consequences Concentration on task completion Compare, contrast, and select among choices Time management