Tag Archives: teenage brain

The Teenage Brain

I have not yet finished watching this conversation, but the teen brain has long intrigued me, and I appreciate the relaxed format of the conversation.

As per the youtube page: Vassar alums Lisa Kudrow ’85 and Abby Baird ’91 have a conversation about Baird’s research on the teenage brain and its implications for parenting strategies. Filmed before a live audience in the Alumnae house Pub on the Vassar campus.

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Learning & the Brain – Jeb Schenck (teen brain, learning & memory)

Jeb Schenck’s name first crossed my path in Robert Greenleaf’s two-part Brain & Learning workshop of December 2004 and February 2005. Various studies and writings of Schenck were referenced, and I was determined to one day hear him in person. A compelling set of circumstances brought Schenck into the world of learning and the brain, as you can read in this bio.

In person, he practices what he preaches while providing brain-based tips on how to reach the sometimes befuddling world of the teenage brain. Schenck’s session Teaching to the Teen Brain followed Frances Jensen’s Paradox of the Teen Brain, and built upon the framework she introduced. What follows are some of his tips, many of which will make particular sense if you have also read the two posts about Frances Jensen’s sessions.

  • Teens do not anticipate the consequences of how an action will make them or others feel.
  • Particularly in the teen years, becoming an expert in one area does not automatically transfer to becoming an expert in another area.
  • Emotions and memory are chemically based. A change in chemistry can change an emotion, and the chemical state can last for a long time beyond the initial change.
  • In order for learning to stick, teens need to see the personal consequence that makes the lesson meaningful to them.

Schenck reminded us that long term memory is organized in a number of ways: by categories, by time of event, by powerful emotional events, and by procedures. He cited a study of tenth graders that showed students had 71 percent retrieval after 81 days when sorting, categorizing and naming were part of the initial lesson activities. Keeping that in mind, he shared additional ways to facilitate long term memory, which are applicable to anyone (not just teens!):

  • remind students about the details
  • have students point out details to one another
  • present details in multiple ways
  • provide verbal and physical cues
  • engage in a post activity to refocus attention
  • provide hands-on activities
  • provide a choice of activities
  • tell stories
  • incorporate physical movement
  • provide visual imagery
  • ask students to describe their actions and processes
  • ask questions regularly throughout a lesson rather than waiting till the end
  • frame questions to focus on actions, processes and relationships to tap into emotions cueing memory

Schenck wound up his presentation by talking about the benefits of physical activity in all areas, not just phys ed classes. In particular, he noted the usefulness of activities to get student heart acceleration and respiration up prior to taking tests, thus getting them to relax.

One of the most fascinating facts I learned is that ADD/ADHD kids “self-mediate” by moving their legs or tapping their fingers. Thus, one of the worst things educators can do is to tell them to stop! If this fidgeting is irritating to other classmates, surely we can provide squeeze balls as a silent substitute.

Cerebrum is The Dana Foundation’s publication about the brain. For more about the teenage brain, read Ronald Dahl’s Summer 2003 article Beyond Raging Hormones: The Tinderbox in the Teenage Brain.

Learning & the Brain – Frances Jensen, second part (teen brain)

[July 28, 2008 Update: I just came upon this wonderful interview with Frances Jensen on the teen brain. She responds to ten questions, and you can watch the brief video clips for each response or read the corresponding text.]

My previous post provided a primer in cellular learning as a beginning to understanding how the teen brain develops. As part of this process Frances Jensen describes:

The Paradox of the Teen Brain

Cell (neuronal) based learning is at its height in the teen brain
but
the network coordination is not fully connected up yet.

What does this mean? Essentially, teenagers – who, Jensen stressed, are not small adults – have superior learning skills to adults but their prefrontal cortex is still developing. As a result, then tend to have difficulty with impulse control and are not the best at making informed decisions.

As the brain develops, it matures from back to front, so the prefrontal cortex is the last to develop, becoming fully developed around age twenty-four. This explains why teenagers do not always act in what adults would consider a rational manner. Jensen also explained that the “excitation system peaks in early childhood, which is also when many affective disorders begin, while the inhibitory system continues to develop into adulthood.

Long term potentiation, described in my previous post, peaks two to three years earlier with girls (ages 10 to 14) than with boys (ages 12 to 17). Thus, “adolescent synaptic plasticity is “way better” than adults.” Because LTP is widely influenced by the environment, teenagers may be wired for optimal learning but also have the highest susceptibility to negative influences.

If you recall from the previous post, LTP is why repetition works. Imagine a fertile brain, still developing, and highly attuned to learning. Now expose this brain to drugs or alcohol or addiction or sleep deprivation or stress or multitasking. The teen brain is primed to learn and not primed to make informed decisions. With repetitive exposure to these negative influences, the teen brain learns to want continued exposure to these influences. Jensen states it succinctly: the “Adolescent brain responds too robustly to addiction, much more so than the adult brain.”

Jensen touched on some of the specifics of these negative influences. For instance, marijuana negatively impacts the sending and receiving of neuronal signals. “The effects may linger for days, so if you get high on Saturday this may impact your test taking four days later.” (I’ll bet that’s a surprise to any teenage readers!)

She shared a story about stress: Consider a mouse in a cage, with a cat hovering just outside the cage, and imagine the stress level of the mouse. Now simply replace the mouse with a student in a classroom, and replace the cat with either a teacher or a parent, and imagine the stress level of the student. Perhaps it will not surprise you to learn that high levels of stress in adolescence can cause depression later on in adulthood.

Lastly, Jensen talked about chronic sleep deprivation. According to her, two days of deprivation can lead to no LTP taking place; that means no real learning being consolidated over night. The simple solution is to get to sleep early and be sure to get sufficient amounts of sleep. Reviewing information at night, just before falling asleep, leads to sleep-induced replay which facilitates LTP. I have read about this many times and, while not testing it out in terms of preparing for a test, have done my own experiment for remembering. Instead of writing myself a note before bed, I have repeated to myself out loud what I want to remember in the morning. And guess what, in the morning I have remembered my message to myself from the night before.

At the National Institute for Health site you can view a time lapse movie of consolidated brain MRI scans showing 15 years of normal brain development from ages 5 through 20.

“Red indicates more gray matter, blue less gray matter. Gray matter wanes in a back-to-front wave as the brain matures and neural connections are pruned. Areas performing more basic functions mature earlier; areas for higher order functions mature later. The prefrontal cortex, which handles reasoning and other “executive” functions, emerged late in evolution and is among the last to mature. Studies in twins are showing that development of such late-maturing areas is less influenced by heredity than areas that mature earlier.”

What does all of this mean in terms of teenage brains and their education? As Jensen summarized:

  • Teenagers have exceptional skill for cellular learning (better than an adult, not as good as a young child).
  • Connectivity is a work in progress (better than a young child, not as good as an adult).
  • There is a paradoxical state in the teen brain (impulsive, enhanced susceptibility to environmental effects).
  • Schools and teachers should take genetic differences and school hours into consideration (girls develop two years sooner than boys, and all teens tend to have circadian rhythms that have them most alert and awake by ten o’clock in the morning).

Learning & the Brain – Frances Jensen, first part (cellular learning)

As a teacher of teenagers and a mother of two sons, one who is currently a teenager, I was primed for Frances Jensen’s session The Paradox of Learning in the Teen Brain: Unique Vulnerabilities and Strengths. Jensen is a doctor at Harvard’s Children’s Hospital and is on a mission to share current research on teen brains with those who would most benefit from the information – teenagers, their parents, and their teachers.

Just this past Friday, I shared the bulk of her talk in a class I co-teach with an upper school colleague, Frontiers in Science. Once a week I give a talk on what’s new in technology, and volunteered to give a talk on what’s new in brain research. To best understand the paradox of the teen brain, it helps to first have a sense of how the brain learns.

Jensen provided a quick primer in cellular learning. Essentially, information in the form of a signal is received by a neuron via its dendrites, and then information in the form of a signal is fired through the neuron’s axon and out via its axon terminals. This communication between neurons happens across the synapse, which is the space between the neurons. Coating the axon is myelin, which protects the axon and assists with communication.

Not all brain cells fire; some send excitatory signals and some send inhibitory signals. According to Jensen, in order for learning to take place there needs to be:

  • a synapse
  • a patterned input
  • enough excitation to induce a response
  • and alterations in the activated cell that is long lasting and leads to long term potentiation (LTP)

What, exactly, is Long Term Potentiation? Potentiation refers to increased effectiveness or potency. In terms of LTP, it means the ability of information to retain its strength over time, in other words, for information to be remembered. To better understand what this means in terms of learning, consider that LTP (the following comes directly from Jensen)

  • consists of a practice effect or memorization
  • is why repetition works
  • explains why multiple inputs into a cell enhances learning
  • and is why multiple methods of teaching should be utilized (my addition)

With LTP the synapse gets altered to be larger, faster and newer, with more receptors.

In my next post I’ll share more of what Frances Jensen said about the teen brain, in particular how it differs from the child and adult brain. Meanwhile, feel free to check out Teen Brain’s Ability to Learn Can Have a Flip Side on The Dana Foundation site. The article shares a number of reports that lend

support to the idea that the remarkable adaptability of the adolescent brain can be a double-edged sword: The dramatic remodeling of the brain during adolescence holds tremendous opportunities for growth and learning but also appears to increase a teen’s vulnerability to the long-term effects of environmental influences such as stress and drug experimentation.

Another article on the topic of teen brains, Understanding the Temporary Insanity of Adolescence, appeared recently in The New York Times, and I suspect there will be more and more doctors deciding to specialize in this area of medicine, just as there are pediatricians and gerontologists who specialize by a general age range of patients.