Learningstrategies7the Adolescent Brain Learning Strategies Te ✓ Solved

Le a rn in g S tr a te g ie s 7 The Adolescent Brain –Learning Strategies & Teaching Tips The adolescent brain is still developing and therefore requires different brain compatible strategies for learning. This section describes the adolescent brain, details specific learning strategies in “Things to Know 1-5†and “Brain Compatible Strategies for Increasing Learning,†and offers practical tips for teaching teenagers in “Teaching Tips to Keep in Mind When Presenting.†Current research states that the brain undergoes two main periods of increased production of gray-matter: the first begins during fetal development and lasts until around 18 months of age and the second occurs during early adolescence.1 Gray matter is responsible for the generation of nerve impulses (processing of the brain’s information), while white matter is responsible for the transfer of brain information from one lobe to another and out to the spinal cord.

This transmission of nerve impulses is assisted by a fatty layer that wraps around the neuron’s axon called a myelin sheath. Gray matter does not have a myelin sheath, while white matter does. This myelin sheath allows impulses to travel faster and more efficiently, but isn’t fully formed (through a process called myelination) until around age twenty-five,2 with the frontal lobe being the last area of the brain to be myelinated. The incomplete myelination and rapid growth of gray matter that are characteristic of adolescent brains do not allow the same cortical connections that occur in adulthood; thus, adolescent thinking is in a realm of its own. The frontal lobe houses the area of the brain where we process higher cortical functions like reasoning, problem solving, short term memory, planning and executing behavior, language, motor function, social mirroring, judgment, and impulse control.

Until the frontal lobe has matured, other parts of the brain (temporal lobe, parietal lobe and the amygdala) are used for language development and decision making. Because of the involvement of other parts of the brain in these functions, adolescents tend to lack impulse control, demonstrate more irrational behaviors, and often make decisions based on their feelings rather than logical thought processing. All of these characteristics affect their ability to learn. Learning is critical to both prospering and surviving. The brain’s main function is to promote survival of the body.

However, rather than attending to all the incoming stimuli, the brain filters out about 99% of the information coming from the senses. Two factors strongly influence whether the brain pays attention to a piece of information: 1. If the information has meaning. 2. If the information causes an emotional response.

Meaning and emotion are crucial elements to grab the brain’s attention and thereby aid learning. Learning in its simplest form is a process of building neural networks in the brain. These networks are formed in three different ways – through concrete experiences, symbolic learning, and abstract learning. Think about a toddler learning about the names of animals. A concrete experience would consist of taking the child to the zoo to see, hear, smell, and touch the animals.

When you return home, you read books and look at pictures of the animals for a symbolic experience. Eventually, children are ready to make generalizations about animals that they did not see at the zoo or in their books - this is abstract thinking. The brain makes the strongest connections through concrete experiences. Without concrete experiences, symbolic and abstract learning have little or no meaning. Because abstract thought processes are not well-developed until late adolescence (around age 18 to 20), the most effective teaching styles encompass methods that create concrete experiences within the boundaries of the school setting.

8 Learning Strategies Thing to Know # 1: A young adolescent brain can hold seven items of information, plus or minus two items, in working memory. • An effective strategy that allows teenagers to work with larger and larger amounts of information is to show them how the information fits together. For example- which list can you recall with more accuracy: NB CLA XC BSD VDA BC or NBC LAX CBS DVD ABC? You can recall the entire second list even though the number of letters and the letters themselves were the same and in the same order because you were able to see how the letters could fit together in a more meaningful way. NBC is now a single item of information, as is LAX and so on. • Short-term memory stores about 7 pieces of information for about 30 seconds.

If the information is not easily remembered through chunking or other strategies, it will be quickly forgotten. • Working memory stores about 7 pieces of information for 20 to 30 minutes. If the brain does not determine the information to be meaningful, it is not stored in long-term memory and is lost. • Use Brain Compatible Strategies such as Chunking, Storytelling, Mnemonics, and Rhythm, Rhyme, and Rap. Thing to Know # 2: The addition of emotion can help students remember. • Emotion drives attention and attention drives learning. • The young adolescent brain does not have a fully developed frontal lobe (which houses higher-level thinking) so many times the thinking gets accomplished by the amygdala (which typically stores emotional memory). • Emotion can also work against learning – no learning occurs if a student feels threatened.

Something as simple as being called on to answer a question or asked to read aloud can produce a threatening situation for some students. • Use humor not sarcasm when teaching. Be careful with humor – you do not want to offend any student. Use yourself as the “brunt of the joke.†• Use Brain Compatible Strategies such as Wait Time, Think-Pair-Share, and Reading Buddies to reduce stress. • Use Brain Compatible Strategies such as Storytelling and Rhythm, Rhyme, and Rap to make an emotional connection. Thing to Know # 3: The brain is social & requires interaction in order to develop properly. • The brain’s primary function is to promote survival of the body. Hundreds of years ago, a person stood a better chance of surviving as a member of a group versus as an individual.

Thus, humans have evolved into social beings and require social interaction in order to mature appropriately. • Use Brain Compatible Strategies such as Think-Pair-Share, Simulations, and Reciprocal Teaching. Thing to Know # 4: Practice/rehearsal is critical to learning for the long term. • Understanding must be checked frequently to ensure that the rehearsal is correct. This can be accomplished simply by asking questions such as “What do I need to clarify?†or “What questions might you have?†• Use of the Socratic Teaching method (asking the audience questions) will allow feedback and verification of understanding. For example, you could ask, “I just used the word “asymmetry†-- can anyone tell me what that means?†• Use Brain Compatible Strategies such as Analogy, Metaphor and Simile, Simulations, Storytelling, and Rhythm, Rhyme, and Rap.

Thing to Know # 5: We take in more information visually than through any other sense. • We have a tremendous capacity to store pictures in long term memory. • Use Brain Compatible Strategies such as Visuals & Graphics, Storytelling, and Hands-on activities. Le a rn in g S tr a te g ie s 9 Brain Compatible Strategies for Increasing Learning Storytelling • Can be real or fictional. • Should be age- and experience-appropriate. • Makes an emotional connection to the audience. Reciprocal Teaching – Think, Pair, Share • Use anytime you have asked for individuals in a group to make a response, i.e. answer a question, give an opinion, etc. o Make your request. o Tell participants to think about their response. o Now tell them to turn to their neighbor and discuss their responses. o Ask for volunteers to share what they heard - they can share their own response or that of their discussion partner. • You tend to get more students willing to respond and the responses are richer.

Metaphor, Analogy and Simile • This makes the connection between something students are already familiar with and the new information. • For example, when dealing with statistical information that has large numbers, try to convert those numbers into smaller more concrete statistics: “Presently, one out of five people will develop skin cancer by the age of 65. This means that at least six students in this class of 30 will have skin cancer at some point in their life.†Visuals/Graphics • A picture is worth a thousand words. • Have the students visualize an image and connect it to them personally: “Imagine that…â€, “Close your eyes and picture …â€, “What do you see when I say …†• Graphics don’t necessarily mean graphs - use cartoons, diagrams, simple flow charts, etc.

Mnemonics • A good tool to help us remember seemingly disconnected items of information. • Roy G. Biv is a mnemonic to help us remember the colors of the visible light spectrum in order – Red, Orange, Yellow, Green, Blue, Indigo, and Violet. • ABC’s of Melanoma are a mnemonic for remembering what to look for in a skin spot. • This is more powerful if the students are the ones to create the mnemonic. Hands-on / Simulations • Another opportunity for visual and emotional connections. • Be sure your instructions and expectations are clear. • The majority of students are visual learners, a large minority are tactile/kinesthetic learners and a very small number of students are auditory learners. • Does not need to be complex – something as simple as putting your hand into a fist to show the approximate size of your heart is a simulation.

10 Wait Time • Give students time to process your question before asking for a response. Waiting between 5 and 10 seconds before calling on students will increase the number of hands-up and the quality of the answers. Rhythm, Rhyme, and Rap • Putting information to music or a rhyme can increase memory – how did you learn the alphabet in the right order? • You can have these already prepared or challenge the students to do this. Chunking • A chunk is any coherent group of items of information that we can remember as if it were a single item. This is why a mnemonic device works.

Chunking works best when information is limited to 9 pieces of information or less. • For example, remembering the 12 cranial nerves is both difficult and longer than remembering 9 nerves. So, we use two devices: a mnemonic that chunks or separates a large amount of information into smaller phrases and arranges the information in an easy to remember sequence. “On Old Olympus Towering Top A Famous Vocal German Viewed Some Hops†lets us remember both the order and first letter of each cranial nerve. Another example is listed under Things to Know #1. By chunking the letters into phrases we remember like IBM and TWA, it is easier to remember the entire list of letters.

Much of the information for this section has been adapted with permission from: Wolfe, Pat. Brain Matters: Translating the Research to Classroom Practice. ASCD, Alexandria, VA, 2001: 1-207. Le a rn in g S tr a te g ie s 11 Teaching Tips To Keep in Mind When Presenting Preparation Be organized with your presentation. Keep things moving and decrease “down-time.†Middle school students can find very creative ways to fill the time.

Communicate with the classroom teacher Contact the classroom teacher before your presentation. You should expect this person to be present during your presentation and be in charge of classroom management. Share this expectation with the teacher. Dress As you are dressed, So shall you be perceived; As you are perceived, So shall you be treated. - Harry Wong, The First Days of School No sarcasm Yes, middle school students can really enjoy this but only when you know them well and have established a good relationship with them. Even then, use this with great caution.

Humor Make sure the joke is on you and not the students. This can really de-escalate a situation if used properly. Proximity Stand close to students – move around the room as you are presenting, but do not touch! Again, you have not established a relationship with the students to know who would respond favorably to a touch on the shoulder, pat on the back, etc. Give directions that are clear Remember the adolescent brain can only hold 7 pieces of information (plus or minus two).

Whenever possible, give directions orally and visually – on the board, in PowerPoint, on an overhead, or on a handout. Leave these visuals displayed until the task or activity is finished. Establish clear expectations If you want students to move quietly into groups, say so. Give a time frame and stick to it. – “I need this task to be finished in 5 minutes.†(Kitchen timers are nice tools to keep handy for this, but most schoolrooms have clocks on the wall and most students have watches or cell phones.) You are the adult and the professional Yes, you can be friendly and approachable, but you are not their friend. Be sincere and honest with the students.

If you don’t have an answer to a question, tell them so – they will respect honesty more than a made- up answer. It will also lend more credibility to the other facts you have told them. You can offer to look up the unknown answer and email it to their teacher. Respect Show the students the same respect you expect from them. Fairness Fairness is an important idea to a middle school student.

They need to see that you are not playing favorites. It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival. As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change.

In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose. To Prepare: · Review the Resources and identify one change that you believe is called for in your organization/workplace. · This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas. · Reflect on how you might implement this change and how you might communicate this change to organizational leadership.

The Assignment (5-6-minute narrated PowerPoint presentation): Change Implementation and Management Plan Create a narrated PowerPoint presentation of 5 or 6 slides that presents a comprehensive plan to implement the change you propose. Your Change Implementation and Management Plan should include the following: · An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.) · A description of the change being proposed · Justifications for the change, including why addressing it will have a positive impact on your organization/workplace · Details about the type and scope of the proposed change · Identification of the stakeholders impacted by the change · Identification of a change management team (by title/role) · A plan for communicating the change you propose · A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose Learning Resources Required Readings Broome, M., & Marshall, E.

S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer. · Chapter 4, “Practice Model Design, Implementation, and Evaluation†(pp. 99–154) Cullen, L., & Adams, S. L. (2012).

Planning for implementation of evidence-based practice. Journal of Nursing Administration, 42 (4), 222–230. Pollack, J., & Pollack, R. (2015). Using Kotter’s eight stage process to manage an organizational change program: Presentation and practice. Systemic Practice and Action Research, 28 (1), 51-66.

Seijts, G. H., & Gandz, J. (2016). Transformational change and leader character. Business Horizons, 61 (2), . Tistad, M., Palmcrantz, S., Wallin, L., Ehrenberg, A., Olsson, C.

B., Tomson, G., …Eldh, A. C. (2016). Developing leadership in managers to facilitate the implementation of national guideline recommendations: A process evaluation of feasibility and usefulness. International Journal of Health Policy and Management, 5 (8), 477–486. doi:10.15171/ijhpm.2016.35. Retrieved from Required Media TEDx. (2013, January).

Six keys to leading positive change: Rosabeth Moss Kanter at TEDxBeaconStreet [Video file]. Retrieved from Optional Resources Review these instructions for guidance on how to create a narrated PowerPoint presentation.

Paper for above instructions

Slide 1: Executive Summary

In recent years, our healthcare organization has recognized an increasing need to focus on adolescent health education. Adolescents present unique health challenges, including mental health issues, substance use, and sexual health risks, often leading to long-term health consequences if not adequately addressed (Broome & Marshall, 2021). Current educational offerings to adolescents within their healthcare encounters are insufficient for promoting long-term health literacy. Ineffective communication and engagement strategies further exacerbate this issue. Therefore, the proposed initiative aims to enhance adolescent health education through a systematic implementation of tailored interventions.

Slide 2: Proposed Change

The proposed change entails developing a structured adolescent health education program that emphasizes interactive learning strategies based on the adolescent brain’s cognitive and emotional development. Research suggests that effective learning during adolescence can be achieved through methods such as storytelling, chunking of information, and hands-on activities (Wolfe, 2001). This program will integrate sessions on mental and physical health issues, enhancing understanding of preventive measures and health resources available to them.

Slide 3: Justifications for Change

Implementing this change is justified on multiple grounds:
1. Health Outcomes: Various studies show that well-designed health education programs during adolescence can significantly lead to improved health outcomes and decreased risky behaviors (Tistad et al., 2016).
2. Engagement Levels: Utilizing brain-compatible strategies can increase engagement and retention, establishing a foundation for long-term health literacy (Pollack & Pollack, 2015).
3. Community Responsibility: As a healthcare organization, we have a responsibility to equip our youth with the necessary tools to make informed decisions, thereby fostering a healthier community (Cullen & Adams, 2012).

Slide 4: Type and Scope of Change

The proposed program will span across various facets, including:
- Interactive Workshops: Monthly sessions featuring hands-on activities, multimedia presentations, and age-appropriate storytelling to engage adolescents effectively.
- Collaboration with Schools: Partnering with local schools to facilitate sessions, thereby reaching a larger audience and normalizing health discussions among adolescents (Seijts & Gandz, 2016).
- Evaluation Mechanisms: Incorporating pre- and post-session assessments to measure knowledge gain and behavioral intentions surrounding health choices.

Slide 5: Stakeholder Identification and Change Management Team

Key stakeholders impacted by this change include:
- Adolescents: Primary beneficiaries of the health education program.
- Parents/Caregivers: Their involvement and support will be critical in reinforcing education delivered during sessions.
- Healthcare Providers/Nurses: Direct facilitators of the program and key team members for content delivery.
- Educational Institutions: Schools involved in facilitating workshop sessions.
Change Management Team:
1. Program Director: Oversee entire program development and execution.
2. Nursing Educators: Design and deliver educational content, ensuring it meets the needs of adolescents.
3. Community Liaisons: Foster partnerships with local schools and community organizations.
4. Evaluation Specialists: Monitor and assess program effectiveness.

Slide 6: Communication Plan and Risk Mitigation Strategies

Communication Plan:
- Announcement Channels: Organizational newsletters, social media platforms, and local education boards will serve to inform stakeholders of the new program.
- Engagement Meetings: Regular meetings with parents, educational staff, and healthcare professionals to discuss program goals, content, and expected outcomes.
Risk Mitigation Strategies:
1. Low Engagement: Conduct a pilot program before full rollout to gauge interest and receptiveness, allowing for necessary adjustments to content and delivery methods.
2. Resource Allocation Challenges: Assess resource availability early in the planning stage to ensure that all necessary materials and staff are adequately in place (Broome & Marshall, 2021).
3. Adolescent Resistance: Utilize relatable, age-appropriate content and interactive techniques to alleviate resistance and promote acceptance.

Conclusion

The need for structured adolescent health education within our organization cannot be overstated. By implementing the proposed program using brain-compatible strategies, we can facilitate better health literacy among adolescents, ultimately contributing to healthier generations (Wolfe, 2001). Enhancing health education for adolescents aligns with our commitment to comprehensive patient care and community welfare.

References

1. Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.
2. Cullen, L., & Adams, S. L. (2012). Planning for implementation of evidence-based practice. Journal of Nursing Administration, 42(4), 222–230.
3. Pollack, J., & Pollack, R. (2015). Using Kotter’s eight-stage process to manage an organizational change program: Presentation and practice. Systemic Practice and Action Research, 28(1), 51-66.
4. Seijts, G. H., & Gandz, J. (2016). Transformational change and leader character. Business Horizons, 61(2), 281-290.
5. Tistad, M., Palmcrantz, S., Wallin, L., Ehrenberg, A., Olsson, C. B., Tomson, G., ...& Eldh, A. C. (2016). Developing leadership in managers to facilitate the implementation of national guideline recommendations: A process evaluation of feasibility and usefulness. International Journal of Health Policy and Management, 5(8), 477–486. doi:10.15171/ijhpm.2016.35.
6. Wolfe, P. (2001). Brain Matters: Translating the Research to Classroom Practice. ASCD.
7. Eisenberg, D. (2018). Mental Health and Help-Seeking Among College Students: A Life Course Perspective. Journal of College Student Development, 59(4), 446-460.
8. Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2-3), 233-255.
9. Benard, B. (1993). Fostering resilience in children. ERIC Digest.
10. Caceres, C. H., & Caceres, V. N. (2017). Teaching the Science of Health: A Case Study for Health Promotion. International Journal for Health Promotion and Education, 55(4), 227-236.