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Written Assignment Unit 5

Department of Education, University of the People

EDUC 5210: Learning Theory

Dr. Sheneka Balogun

May 12, 2022

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Edu 5210 Written Assignment Unit 5

The past decade has been marked by a large number of findings on the learning brain

(Bavinckschool, 2020). Those insights have the potential to assist teachers in designing sounder

classroom environments to help them learn better (Bavinckschool, 2020). Research-based data

can inspire us to fully engage middle and high school students in the classroom so that rather

than doing drugs, getting pregnant, or being immersed in alcohol, they will acquire the capacity

to think, make good choices, regulate their emotions, handle social conflict, consolidate their

identities, and learn enough about the world to move into adulthood with dignity and grace

(Armstrong, 2016). It turns out that most of the new neurons can be saved from death by

learning. This is an excellent example of “use it or lose it.” Cells that are already born and

present during the learning experience have a higher chance of survival than cells that are present

in a person who is not learning (Bavinckschool, 2020). When you are learning, vital changes

happen in your brain which include the creation of new connections among your neurons

(Bavinckschool, 2020). This event is called neuroplasticity. The ability of your brain to change,

that is to construct, maintain, weaken or dismantle connections between your neurons. The more

you rehearse, the stronger these connections become. As educators, reviewing previous lessons,

events, or suitable classroom reminiscences are effective ways to grab attention before starting a

new topic (Barkley,2020). Middle schoolers in particular have short attention spans, so plan

minilessons with mindful transitions, if an activity is too long, students will not be able to

remember what you said (The adolescent brain- learning strategies & teaching tips, n.d.). The

potential challenge to this approach is time. Revising previous lessons might consume more than
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the allocated time as our curriculum is loaded with content that must covered. Students and

educators are unfortunately evaluated using standardized tests.

Model the behavior you expect (12 tips for teaching teens, 2009). If you’re sarcastic and

impatient, learners will be sullen and bitter (12 tips for teaching teens, 2009). I remember a

chemistry teacher in high school who would start every class by asking questions from the

previous lessons, if no one remembers the correct answer, he would pick someone randomly and

embarrass them in front of the class. Some students started working harder to avoid the awkward

situation; however, most of the students stopped attending his class. Emotion can also function

against learning – no learning happens if a student feels threatened (Armstrong, 2016). When

you are enraged or yell, friction will escalate. The more we yell, the less our learners listen and

the more amused they can become (12 tips for teaching teens, 2009).

Most pruning in adolescence happens in the brain’s frontal lobes, particularly in the

prefrontal cortex (Schunk, 2012). To put it in another way, the areas of the brain that are

accountable for decision making, impulse control, and other skills essential for effective

functioning in the world do not reach their height of efficiency until mid-adolescence (Schunk,

2012). By the age of 15 or 16, an adolescent can perform as good as an adult in laboratory tests

of executive function but only in what has been termed a “cold” cognition setting—that is, in

occasions where there are no emotions or social dealings or pressures involved (Armstrong,

2016). No matter how smart teens are or how well they scored on the SAT or ACT, good

judgment isn’t something they can excel in (Understanding the teen brain, 2022). Adults think or

reason with the prefrontal cortex, the brain’s rational part (Understanding the teen brain, 2022).

This is the part of the brain that responds to circumstances with good judgment and an awareness

of long-term consequences (Understanding the teen brain, 2022). Teens process data with the
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amygdala which is the emotional part. When I was in high school, I would only work hard for

the teachers I liked because I didn't know how much education would benefit me. I remember

bright students giving up school just because they couldn't receive consistent attention,

motivation, and guidance. It would be unfair to judge the educators at the time as the size of the

classes was too big to handle, however, techniques such as reciprocal teaching, group

discussions, peer education, and role-plays that involves every student would have made a big

difference.

Adolescents' reasoning and decision-making might be like that of adults; however, it is a

different story when their peers are present. Therefore, you need to hold your ground today.

Adolescents detest giving in to the teacher in front of peers but you have to stand firm, no matter

how the students protest (12 tips for teaching teens, 2009). Later on, the student may be able to

meet your anticipations without embarrassment or feel that rebellion isn’t worth it (12 tips for

teaching teens, 2009). I remember very strict teachers enjoying the benefit of a more disciplined

classroom, but their classes are usually less engaging and interactive when compared to the

classes of friendly teachers. So, I believe everything has to be done with a limit.

In general, adolescents do not know what's good for them, as their frontal lobe which

would have made them as rational as adults isn't fully developed. They need continuous guidance

or the modeling of appropriate behavior from adults. They tend to take big risks in front of peers

and are attracted by big rewards as the hippocampus sometimes replaces the job of the

undeveloped frontal cortex. So, we need to create a reward-based system to motivate them as

much as possible and identify trouble makers (help resolve their issues) as they can spoil many.

As middle and high school educators, we need to respect the fact that although we face an

adolescent’s moodiness, impulsiveness, and rashness, we also encounter the teen’s energy,
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passion, idealism, creativity, and caring for others; which make a substantial contribution to the

enhancement of society (Armstrong, 2016).

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References

12 tips for teaching teens. (2009, May 27). NAfME. https://nafme.org/12-tips-for-

teaching-teens/

Armstrong, T. (2016). The power of the adolescent brain: Strategies for teaching middle

and high school students. ASCD. https://www.weareteachers.com/wp-content/uploads/ASCD-2-

Book-Sample-PoweroftheAdolescentBrain.pdf

Barkley, E. F. (2020, September 16). 7 ways to use “The hook” to grab students’

attention. Wiley. https://www.wiley.com/network/instructors-students/teaching-strategies/7-

ways-to-use-the-hook-to-grab-students-attention

Bavinckschool, H. (2020, May 14). Understanding your brain to help you learn better.

Frontiers for Young Minds. https://kids.frontiersin.org/articles/10.3389/frym.2020.00054

Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson,

pp. 29-70.

The adolescent brain- learning strategies & teaching tips. (n.d.). Sun Protection Outreach

by Students.

http://spots.wustl.edu/SPOTS%20manual%20Final/SPOTS%20Manual%204%20Learning%20S

trategies.pdf

Understanding the teen brain. (2022). University of Rochester Medical Center.

https://www.urmc.rochester.edu/encyclopedia/content.aspx?ContentTypeID=1&ContentID=305