Credit:1-Quarter Hour
Clock Hours: 10 Contact Hours

Course Description

            Have you ever thought that those adolescents you work with are acting like 2-year olds?  Guess what, they are!  The parallels you constantly marvel over between middle and high school students and preschoolers are actually brain-based.  Behaviors and attitudes that were once attributed to hormones are now being attributed to the rapidly changing adolescent brain.  During this interactive workshop, participants will explore the massive and miraculous changes that are occurring in the adolescent brain and discover the cognitive consequences of those changes.  Researchers now define adolescence as that period of time between the ages of 10-25!  Investigate the importance of sleep, peers, and an ever-changing and complex world on adolescent learning, memory, communication,, and interpersonal skills.  Learn how make the adolescent student a partner in the learning process and increase his/her academic, interpersonal, and life-skills.

Course Objectives

To become familiar with the structural changes that occur in the adolescent brain.

To understand the cognitive consequences of these changes regarding student achievement as it relates to the student’s ability to focus, comprehend, synthesize, recall, and apply information.

To understand the behavioral consequences of these changes as it relates to the student’s ability to focus, comprehend, synthesize, recall, and apply information, as well as get along with others.

To understand the interpersonal consequences of these changes; how these changes affect the student’s ability to effectively work with others (Communication EARL 2) and how they affect the student’s ability to evaluate the effectiveness of his/her of communication (Communication EARL 3).

To identify teaching strategies to support and empower adolescent learners.

Student Expectations

Attend all class sessions.

Actively participate in class discussions and activities.

Complete a written assignment by designated completion date.

Level of Application

This course focuses on application and implementation levels.

Target Audience

Teachers, classroom assistants, counselors, administrators, club and activity advisors of students ages 10 to 25 (4th grade through college) parents, and community members, law enforcement officers, and everyone who works with children.

Methods of Instruction

During this course, the instructors methods of instruction will include lecture, large and small group activities, brainstorming, videotape presentations and/or participant presentations.

Grading Criteria

All participants must complete a written assignment to receive college credit. This course if offered for a letter grade. The following requirements are grading guidelines:

45% In-class activities

15% Class participation

40% Written assignment completed outside of class

Texts and Required Learning Materials

Participants will receive required materials atthe first class session.

Plans for Transferring Skills into the Work Setting

Methods for encouraging the transfer of newly acquired skills into the work setting will include discussion and problem solving groups; reading; sharing of successful strategies in class, and practicing new skills during the workshop.

Suggested Bibliography & Video References

Participants will receive a complete print and Internet reference list during the course.

Assignment Options

Using the information you have learned in class, design a lesson or series of lessons for adolescents regarding the changes and unique attributes of the adolescent brain and what they can do to sculpt healthy adult brains.

Using the information you have learned in class, design a mini in-service for your co-workers to share information about the unique attributes of adolescent learners.

Using the information you have learned in class, design a mini in-service for parents of adolescents regarding how adolescents learn and what they can do to help and support their children.

Using the information you have learned in class, rework two of your current teaching lessons to reflect your increased knowledge of adolescent learners.

Outline two strategies to help an adolescent learner more effectively a skill of your choice.

Create an assignment that meets your specific needs and/or interests. Check with the instructor.