HS 325 The Teen Brain and Cognitive Function
HS 325 The Teen Brain and Cognitive Function GLSP~ Game Stages Lab Debrief Review of Teaching Styles and Instructional Decisions Observations of 2 recesses due today Mon, Nov. 20 Learning Lab- Meet in Rolle Gym Volunteers needed to set up equipment
Inside the Teen Brain p p Insights Key Points ? ? ? p Generate a list with a partner p Ok to use notes p
Inside the Teen Brain What a teen does matters! The cells connected and used will survive and flourish “Use it or lose it!” p Rapid brain growth during adolescence p The teen brain is changing! p Gray matter (thinking part of brain) thickens throughout childhood. p Immature frontal cortex p Strategies, Organizing, Consequences: still not fully developed p Brain is most vulnerable to drug use/abuse
Generic Levels of Skill Proficiency (GLSP) p Pre-control (Beginner) p Control (Advance Beginner) p Utilization (Intermediate) p Proficiency (Advanced) GLSP applies to SKILL, not age.
Pre-control p Inability to repeat movements in succession p Awkward, Inefficient Movements p Mostly unsuccessful in reaching goal
Control p More consistent movements p Skill performed correctly more frequently p Skill is not yet internalized/automatic p Intense concentration often required p The learner is unable to consistently perform the skill in unpredictable situations or combine 1 movement with another.
Utilization p Movements appear more automatic p The learner has developed control in predictable situations p Beginning to have success in unpredictable situations p Able to combine the skill with other skills and use in a variety of situations
Proficiency p Skill performances are automatic/internalized p Appears effortless p The learner can focus on other relevant aspects of the performance rather than on the specific skill (opponent, position of teammates, ‘reading the field, ” etc. ) p Able to make on the adjustments and judgments to meet the changing demands of a dynamic ame situation.
Guidelines for Using GLSP p Determine the class’s predominant skill level for the specific skill being worked on. p Match the tasks to the predominant class skill level. p Make adjustments for individual differences using Intratask Variation, Teaching by Invitation, Indirect Teaching Methods, etc. p Spend the majority of the class time in APPLICATION to hold student interest as they improve their skill.
Insights re: GLSP p In the upper elementary to the middle school grades it is not uncommon to have children in the same grade at pre-control, and utilization levels. p When children have PE 1 -2 times per week they will only reach utilization level if they work/train/participate in the skill outside of class. p Achieving the level of proficiency is RARE.
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