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gmatthews_11

It's not just hormones: What's really happening in the minds of teenage girls... - 1 views

  • It's not just hormones
  • The sudden force of a teenager’s feelings can catch parents off guard because, between the ages of six and 11, children go through a phase of development that psychologists call latency .
  • Compared to the brain activity of children and adults, the teens’ amygdalas reacted strongly to fearful or happy faces.
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  • the brain remodels dramatically during the teenage years.
  • Adults often tell teens that their feelings are at full blast because of “hormones.” This usually doesn’t go over very well, plus it’s probably inaccurate.
  • research suggests that the impact of pubertal hormones on teenagers’ moods is indirect, at best.
  • Here’s the bottom line: What your daughter broadcasts matches what she actually experiences.
  • Really, it’s just that intense, so take her feelings seriously, regardless of how overblown they might seem.
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    Globe and Mail article, excerpt from Lisa Damour's book "Untangled"
alessandramatera

Building Students' Cognitive Flexibility | Edutopia - 0 views

  • Students need explicit instruction and opportunities to practice the flexible thinking that will make the most of their brains' fertile adolescent development stage.
garth nichols

Change the Subject: Making the Case for Project-Based Learning | Edutopia - 0 views

  • What should students learn in the 21st century? At first glance, this question divides into two: what should students know, and what should they be able to do? But there's more at issue than knowledge and skills.
  • For the innovation economy, dispositions come into play: readiness to collaborate, attention to multiple perspectives, initiative, persistence, and curiosity. While the content of any learning experience is important, the particular content is irrelevant. What really matters is how students react to it, shape it, or apply it. The purpose of learning in this century is not simply to recite inert knowledge, but, rather, to transform it.1 It is time to change the subject.
  • Expanding the "Big Four" Why not study anthropology, zoology, or environmental science? Why not integrate art with calculus, or chemistry with history? Why not pick up skills and understandings in all of these areas by uncovering and addressing real problems and sharing findings with authentic audiences? Why not invent a useful product that uses electricity, or devise solutions to community problems, all the while engaging in systematic observation, collaborative design, and public exhibitions of learning?
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  • What might students do in such schools, in the absence of prescribed subjects? They might work together in diverse teams to build robots, roller coasters, gardens, and human-powered submarines. They might write and publish a guide to the fauna and history of a nearby estuary, or an economics text illustrated with original woodcuts, or a children's astronomy book. They might produce original films, plays, and spoken word events on adolescent issues, Japanese internment, cross-border experiences, and a host of other topics. They might mount a crime scene exhibition linking art history and DNA analysis, or develop a museum exhibit of World War I as seen from various perspectives. They might celebrate returning warriors, emulating the bard in Beowulf, by interviewing local veterans and writing poems honoring their experiences. The possibilities are endless.
  • Changing the subject, then, means deriving the curriculum from the lived experience of the student. In this view, rather than a collection of fixed texts, the curriculum is more like a flow of events, accessible through tools that help students identify and extract rich academic content from the world: guidelines and templates for project development, along with activities and routines for observation and analysis, reflection, dialogue, critique, and negotiation.
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