COURSE TITLE:
TEACHING THE TEEN BRAIN
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
BRENDA MCKINNEY, M.A.
360/607-6033
bbbrain@comcast.net
www.latestmind.com
30
30
ASSIGNMENT CHECKLIST
The assignment checklist will help you plan your work. Check off completed assignments.
CLOCK, PDU, 400 LEVEL, or 500 LEVEL ASSIGNMENTS
A.
Information Acquisition:
___ #1: Introduce yourself via email to instructor.
___ #2: Read and respond to the first 48 pages on the teen brain under construction. Send to instructor.
___ #3: Read and respond to pages 49-75 on social brain & emotional upheavals. Send to instructor.
___ #4: Read and respond to pages 77-97 about the highs & lows of teen behavior. Send to instructor.
___ #5: Read and respond to pages 99-122 on why teens face mental upheavals. Send to instructor.
___ #6: Read and respond to the risk taking/drug and alcohol brain pages 125-145. Send to instructor.
NOTE: If you are doing this course for Clock Hrs or PDUs, then you are done.
400 & 500 LEVEL ASSIGNMENTS
B.
Learning Application:
___ #7: Write in your journal listing ideas about how you can change your school/classroom
___ #8: Create a road map to success by creating a personal list for the year. Send to instructor.
___ #9: Develop an action plan for one aspect of your teaching. Send to instructor.
___ #10: Share with a colleague what you have learned and how you will implement. Send to instructor.
500 LEVEL ASSIGNMENT
___ #11: In addition to the 400 level assignments, complete one of the following to instructor:
• Visit a “choice” school in your region and observe teen behaviors.
• Create a PowerPoint presentation for your staff based on this.
• Complete a paper explaining your insight into the mysteries of the teen brain.
400 & 500 LEVEL ASSIGNMENT
C.
Integration Paper:
___ #12: Complete the Integration Paper as described in the syllabus. Send to instructor.
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your paper by their actual name, but rather
use an alias or designation such as “Student A.”
Teaching The Teen Brain
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COURSE TITLE:
TEACHING THE TEEN BRAIN
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
BRENDA MCKINNEY, M.A.
360/607-6033
bbbrain@comcast.net
www.latestmind.com
30
30
COURSE DESCRIPTION:
Whatʼs going on in there? This is a question every parent and teacher of a teen has asked. No one
expected the answer that the teen brain was keeping secrets-big ones at that. Who knew that the teen
brain was still growing? What scientists found took everyone by surprise; indeed, the adolescent brain
was undergoing a dynamic transformation to ready itself for adulthood. Even more shocking was the
information that the brain keeps developing into the twenties.
This is your chance to discover that the old culprits: rebellion, exuberance and hormones are not the only
answers. In this course you will learn about the teen brain, how to navigate the abrupt shifts in emotion
and behavior and still be an effective teacher. The practical side of this exciting class is to provide
strategies for creating a more academically AND emotionally productive classroom. Donʼt miss this
opportunity to find out the secrets that have eluded teachers since teenagers have been going to school!
Weʼll use the text Secrets of the Teenage Brain by Cheryl Feinstein. $29.00 new at Amazon.com
ISBN 1-890460-42-7
LEARNING OUTCOMES:
Upon completion of this course, participant will have:
1. Explored key findings of the adolescent brain
2. Gained an understanding of the neurological and behavioral changes in the brain
3. Gained an understanding of the impact of drugs and other risk taking behaviors
4. Experienced effective teaching strategies to effectively work with teens
5. Learned positive ways to communicate and stay grounded with teens
6. Learned facts and research that topple assumptions previously held about the teen brain
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL INFORMATION
REQUIRED TEXT:
• Feinstein, Sheryl. Secrets of the Teenage Brain. Corwin Press. 2004.
Available from Amazon.com for $29.00 new or $18.00 used.
MATERIALS FEE:
• None
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Teaching The Teen Brain
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
Rev 3/16/2012
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Introduce yourself with a background profile
• What led you to choose teaching as your profession?
• Describe your current professional situation
• What brings you the most joy in your work?
• What led you to choose this class?
• What outcomes do you hope to achieve through this coursework?
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #1ʼ.
Assignment #2:
In the text, Secrets of the Teenage Brain, read and summarize pages 1-48. Pay special attention to the
teen brain under construction and what that means for you in the classroom. Then respond to the
following with a 2 page paper or a mind map (see http://en.wikipedia.org/wiki/Mind_map):
• What are the structural and development differences in the teen brain?
• What role do chemicals and hormones play in the differences?
• What role do emotions play in this process?
• What areas of the brain are involved in the survival brain, the thinking brain, and the feeling
brain?
• Why is it critical to understand the connection between how teens spend their time and hard
wiring the brain?
• What portions of this reading provided new information for you? What was the most informational
for you?
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #2ʼ.
Assignment #3:
Read and review the section on the social brain and emotional upheavals of teen behavior pages 49-75.
Then respond to the following with a 2 page paper or a mind map:
• What did you learn about how emotions impact learning?
• What did you learn about the conflicting role of needing adult approval but pushing them away?
• Why do teens have trouble mastering and controlling impulses?
• Why is teen behavior driven by pursuit of pleasure?
• Why are memory and emotions so closely connected and the significance for teens and learning?
• What are the most significant findings in this section for you?
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #3ʼ.
Assignment #4:
Read pages 77-97 to understand the mental upheavals teens experience and how the behavior affects
their school performance. Focus on why their self esteem is under attack. Then respond to the following
with a 1 page paper, mind map, graphic organizer:
• Why do teens experience emotions that they cannot articulate?
• Why are teens more vulnerable to stress?
• Why does the teen brain react emotionally without any logical strategies?
• Why does the teen brain rely more on the amygdala than the frontal lobes?
• What adjustments will you need to make to adjust to the highs and lows of the teen brain?
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #4ʼ.
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Assignment #5:
Read pages 99-122.Then respond to the following with a 1 page paper, graphic organizer, mind map:
• What is the role of the brain vs. hormones?
• What role do hormones play in the erratic behavior of teens?
• What is the significance of early/late maturation in boys and girls?
• What is the role of serotonin, dopamine, and norephinephrine?
• What is the role of food and sleep in learning problems with teens?
• What can you do specifically within your grade level/teaching assignment to encourage learning?
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #5ʼ.
Assignment #6:
Read pages 125-145 to learn why teens do sometimes thoughtless things. Respond to the following with
a 1 page paper, graphic organizer, mind map:
• What is a dopamine rush and why is this so significant?
• Why are teens so vulnerable to addiction and why are teen addictions hard to break?
• What parts of the brain are involved with this reckless behavior?
• What would you like to change in your classroom to address the risk taking behaviors?
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #6ʼ.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
or taking this during the summer, please contact the instructor for course modifications.
Assignment #7: (Required for 400 and 500 Level)
Write in your journal listing ideas for changes both in school and your classroom.
Assignment #8: (Required for 400 and 500 Level)
Using the instructional strategies listed throughout the text, choose your favorite strategies and how they
will help you walk the walk with the teens in your life/classroom.
• What are 20 specific changes that you would like to implement in the coming year?
• If you are taking this in the summer, what changes will you make, what are the expected results?
• Write a 1 page paper listing the changes.
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #8ʼ.
Assignment #9: (Required for 400 and 500 Level)
• Develop an action plan for one aspect of your teaching.
• Implement your plan and send a summary of what worked well and what improvements you can
make the next time.
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #9ʼ.
Assignment #10: (Required for 400 and 500 Level)
Share with a colleague what you have learned and how you will implement changes.
• Encourage someone else to adopt and understand the critical components of this learning
• Develop a discussion with other teachers at your school
• Write a 1-page summary of the context of the discussion.
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #10ʼ.
500 LEVEL ASSIGNMENT
Assignment #11: (500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A)
Visit a “choice” school in your region and sit in on one or more classes observing teen behaviors. Write a
1-2 page response connecting your observations with the brain based research.
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #11-Aʼ.
OR
Option B)
Create a PowerPoint presentation for your staff based on this course and focused on perspectives that
would be beneficial for your school. Save this as a PDF.
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #11-Bʼ.
OR
Option C)
Complete a 2-page paper explaining your insight into the mysteries of the teen brain
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #11-Cʼ.
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ADDITIONAL ASSIGNMENT REQUIRED FOR UNIVERSITY QUARTER CREDIT
400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #12: (Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper answering these questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
Send to instructor: bbbrain@comcast.net, Subject line to read ʻTeen #12ʼ.
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Brenda McKinney, M.A., brings 25 years of educational experience as a classroom teacher 6-12, a
mentor teacher, consultant, motivational speaker, university instructor, and a reading specialist to each of
her classes. Brenda provides consultation, seminars, in-services, and dynamic presentations to schools,
businesses, and organizations throughout the Pacific Northwest. She has a Masters Degree, a National
Certification in Brain Based Learning, and has presented at regional, state, national, and international
conferences. Brenda currently teaches for Skyview High School, an open concept school in Vancouver,
WA, is CEO of her own company, BrainVolution, and teaches for Heritage Institute. Brenda has gone
through life-changing experiences to achieve the peak state of optimizing her own brain and life.
Educators have found success and inspiration from working with Brenda on this personal level.
Teaching The Teen Brain
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TEACHING THE TEEN BRAIN
BIBLIOGRAPHY
Carlson, Dale. The Teen Brain Book. Who and What Are You?
Feinstein. Cheryl. Secrets of the Teenage Brain. Corwin Press. 2004.
Recent advances in neuroscience technology has finally made it possible to peer inside the teen brains.
The secrets have been revealed in this wonderful text. The print is user friendly and the text reads almost
like a novel. Every middle school and high school teacher will find this a must read. The critical element is
that though we cannot change teen behavior we can adapt our teaching to more effectively reach and
teach these teen minds. This text provides the science and the practical applications.
Morgan, Nicola. Blame My Brain. The Amazing Teenage Brain Revealed.
Stauch, Barbara. The Primal Teen: What Discoveries about the Teenage Brain Tell us About Our
Kids. Anchor Books, 2003.
This book offers cutting edge studies that now tell us the whole story about the teen brain. It is not
finished growing. I like this text because it is appropriate for parents or educators. This offers critical
information about the wild wacky teen brains. Find out about the blueprint for growth that shows us critical
information about what happens during the teen years.
Sylwester, Robert. The Adolescent Brain. Reaching for Autonomy. Corwin Press. 2007.
Sylwester always calls it like it is. In this wonderful book, he traces the biological and cultural universals in
the teen life. Each chapter offers critical information from drugs to sexual activity, video games to
understanding the wiring of the brain.
Walsh, David. Why Do They Act That Way? A Survival Guide to the Adolescent Brain for You and
Your Teen. Free Press, 2004.
This book reveals the latest scientific findings in easy to understand terms. Sample dialogues with parents
and teens, examples of behavior contracts and an entire arsenal of strategies for parents, but teachers
can benefit as well. It is powerful and practical and answers the question, “Why do they act this way?”
Wolf, Anthony. Get Out of my Life, but First Could You Drive me and Cheryl to the Mall. 2002.
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