How Adolescents Learn

Matty, Ormonde, Alex, Shaun, Aaron

The Adolescent Brain Teaching Styles & Strategies The Classroom Climate Risks & Concerns Special Needs

Agenda

The Adolescent BrainMatty

The Adolescent Brain

‘A work in progress’

A Pre-Adolescent Brain

Pre-puberty growth spurt

More grey matter than ever

Girls 10.5 yrs Boys 14.5 yrs

Begins with puberty

Discards any neural connections deemed unnecessary

A wave from the back of the brain to the front over many years

Pruning

Boys: TESTOSTERONE

Hormones Girls: ESTROGEN

The Adolescent Brain

Pruning still taking place, but the process very much on its way

Risk evaluation sector can take many yrs to be ‘pruned’

Affects 4 main parts of the adolescent brain Cerebral Cortex, Corpus Callosum, Brain

Stem, and Limbic System Corpus Callosum ; the bridge between the

left and right sides of the brain.

Communication

More neural connections creating a thicker bridge

Able to access both sides of the brain easier Verbal learners

Girls – Corpus Callosum

Less neural connections creating a thinner bridge

More likely to depend on one side of the brain, as access is difficult

Visual learners

Boys - Corpus Callosum

Which one are you??

http://www.youtube.com/watch?v=ilaHDcfA9Eg&feature=related

http://www.youtube.com/watch?v=i-yhtXAzYwc&NR=1

Left & Right Sides Of The Brain

Teaching Styles & Strategies

Aaron

Learning styles Teaching styles What does this mean for the classroom?

What does this mean for teachers?

Just a Few:◦ Dunn and Dunn’s Model of Learning Styles (1974)◦ Grasha and Riechmann’s Classification of Learning Styles

(1975)◦ Kolb’s Model of Learning Styles (1976)◦ Reinert’s Classification of Learning Styles (1976)◦ Jung’s Theory of Learning Types (1977)◦ Gregorc’s Classification of Learning Styles (1982)◦ Gardener’s Theory of Multiple Intelligences (1983)◦ Honey and Mumford’s Learning Preferences (1986)

No one learning style has been found to have significant difference on student achievement.

Learning Styles

Many scholars believe that learning styles do not exist.

They argue that learning styles are more accurately referred to as a learning preference the students has over other preferences.

Regardless of preference, learning takes place.

A teacher, should however, be accurately aware of learner abilities.

However…

Learning Styles

Riener & Willingham, (2009)

There is a difference made on student achievement according to teaching styles.

According to a study conducted in 2008: People-orientated teacher leadership resulted in higher student achievement as opposed to task orientated leadership.

Furthermore the study found student perception of people-orientated teacher leadership was the most important factor in student success.

Teaching Styles

Yildirim, Acar, Bull & Sevinc, (2008)

The effect learning styles should have on teaching styles is debated.

Learning styles can be changed and adapted, however it is a lengthy process.

It is argued therefore, that for teachers it is much more effective to cater for a diverse range of learners rather than force the learner to adapt to the teacher’s style.

Teaching Styles

Yilmaz-Soylu, Akkoyunlu (2009)

Different Pedagogical Approaches: Graphing, Oriented interpretation, Examples,

Expert in classroom, Films, Portfolios, Reading texts, Role playing, Analogy, Study guidance, Speaking loudly, Three stage study group, Consecutive performance, Collaborative learning, Conference, Complete learning, Recalling technique, One minute studies, Intermittent discussion, Projects, Proofs-Theories, Study guidance, Term projects, Hypotheses, Assumptions, Case studies, Collaboration / internship, Fieldwork, Homework problems, Process following, Laboratory work, Similar environment, Caricature, Four square, Group discussion, In-class presentations, Diaries (newspaper), Posters, Panel discussions, Student-teacher discussion.

What does this mean for the classroom?

Planning The need to know the level of learning. The need to know previous learning. Pace. Clear and Concise instructions. The type of learning taking place. Different learning styles in the class.

What does this mean for the classroom?

Teacher & Student Relations.

‘Differentiation by task’ & ‘Differentiation by outcome’.

What does this mean for the classroom?

As teachers we all have own particular styles.

We will also have a mix of learning styles in our classes.

Discussion:◦ What is my particular style of teaching?◦ What style would I struggle with the most?◦ Taking the above into account, what pedagogical

approaches can I take?

What does this mean for the classroom?

Is it beneficial for students to identify their own learning styles?

What does this mean for the classroom?

The Classroom Climate

Shaun

Defined as ‘a combination of variables within a classroom that work together to promote learning in a comfortable environment.’

Can be divided into two aspects:1. The physical environment2. The emotional environment

Classroom Environment

The Physical Environment

Student-teacher relationships Role of the teacher Student involvement Expectations Self esteem

The Emotional Environment

Risks & ConcernsAlex

Essentially, educators want to teach and students want to learn.

Certain risks may threaten that system, and we have discussed a few:◦ Cognitive development◦ Physical changes

Students present a number of different issues, and so as teachers we need to identify these and adapt accordingly.

Risks & Concerns

Students bring a myriad of issues to the table:◦ Dealing with emotional, physical, hormonal, &

psychological changes in social context Students developing at different rates Variation in development of parts of the body -> Sources of embarrassment

◦ Social issues and relationships Social status Peer groups -> It’s all about fitting in!

◦ Parental issues and problems at home - and more!

Risks & Concerns

Can you identify some possible risks to learning in the following situations?

Oh, The Possibilities!

Indigenous Depressed Physical/Learning Disability

Bullying

Shy Cultural Bright Abnormal Behaviour

"If a child can't learn the way we teach, maybe we should teach the way they learn.” - Ignacio Estrada

Be mindful, observant of the risks and issues Get to know your students (as best you can!) Engagement, motivation Environment for positive emotions Promote the social aspect of learning

e.g. group work, discussions, etc Promote hands-on activities Student-teacher relationship

Strategies

Students withSpecial Needs

Ormonde

Encompasses a wide variety of situations:◦ Physical/behavioural/intellectual disability◦ Indigenous◦ Gender/sexuality◦ Race/culture/language/religion◦ Gifted & talented◦ Substance dependency◦ Experiencing trauma◦ Excluded

Students with Special Needs

8% of Australian children under 15 yo have a disability (ABS, 2006)

May have quite different learning style, and learn at a different level/pace to cohort

Challenge to you and fellow students Not just integration, but inclusion Good preparation will maximise positive

outcomes Your class may be one of the few places

they can feel safe/accepted Opportunity to expand/stretch pedagogy

Why we should consider them?

Disability is defined in Australian legislation as:

◦ “a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction”. (Disability Discrimination Act, 1992).

Students with Disabilities

Disability ≠no intelligence(s)! Albert Einstein (Asperger’s Syndrome) – theoretical physicist Christy Brown (Cerebal Palsy) – author and poet Helen Keller (deaf-blind) - author, lecturer & activist John Nash (Schizophrenia) – mathematician Rubin “Hurricane” Carter (Apraxia) – boxer Evelyn Glennie (deaf) – xylophonist & bagpiper Frida Kahlo (polio) – painter Joseph Merrick (Neurofibromatosis) – aesthete Temple Grandin (Autism) – animal scientist & professor Zhou Zhou (Down Syndrome) – conductor Gurrumul Yunupingu (blind) – musician Monica McGhie (Total Amelia) - painter

They are human beings with a desire to learn

Faith and interest of teachers/families Love and support Positive and negative reinforcement Adaptations/compensation in learning

style/multiple intelligences

How did these adolescents learn?

Never judge or write-off a student based on a disability

If you don’t feel you can be a positive influence – try at least to not be a negative influence

Model acceptance and faith Question: If you can envisage a child whom

you cannot teach – should you be teaching?

What can WE learn from them?

It is unlawful for an educational authority or educational provider to discriminate against a student on the ground of the student’s disability. This includes: ◦ Denying or limiting the student’s access to any

benefit provided by the educational authority◦ By developing curricula or training courses having

a content that will either exclude the person from participation, or subject the person to any other detriment

Disability Discrimination Act (1992)

Education providers have an obligation to ensure that students with disabilities are able to participate in education and training on the same basis as students without disabilities by: ◦ Making reasonable adjustments where necessary◦ Taking reasonable steps to ensure that the course or

program is designed to enable participation in the learning experiences

◦ Ensuring staff are proficient in interacting with students in ways which do not discriminate against people with disabilities

◦ Having strategies and programs to prevent harassment and victimisation of persons with a disability

Disability Standards for Education (2005)

ACTIVITY!

Adolescent learning depends on a number of interacting factors including:◦ Physical/developmental changes◦ Preferred learning styles◦ Teaching styles◦ Social/psychological factors◦ Classroom climate◦ Special needs

Conclusions