3. Encourage interactive learning.
Classroom teachers have a new opportunity every day to prepare students for success by encouraging interactive learning and providing activities that build team skills in addition to creating an environment that works with middle school age adolescents, not against their natural tendencies (Wormeli, 2011). These natural tendencies can be used to enhance their learning experiences, such as creating lesson plans that include the social interaction that adolescents thrive on in the classroom. Social interaction can be incorporated into group-centered learning and make learning fun, creative, and also help cement new facts and clarify complex concepts. Willis (2012) explained the following brain research and some of advantages of group-centered work,
Brain research tells us that adolescents experience more comfort and enjoyment when pleasurable social interaction is
incorporated into their learning experiences. “Inclusion” in this context refers to a sense of belonging to a group where a student feels valued and begins to build resiliency. Resilient students have greater success, social competence, empathy, responsiveness, and communication skills. They also demonstrate greater flexibility, self-reflection, and ability to conceptualize abstractly when solving problems.
This does not mean that educators will lose control over the classroom, quite the contrary; by allowing students to participate in their own learning, educators and students may gain more genuine learning; in addition to building stronger teacher-student and peer relationships in the classroom (Marzano & Pickering, 2011). Clear classroom rules, procedures, and expectations for group activities can provide a secure environment where students can learn how to interact and learn from each other. In order to address all types of learners, all procedures, rubrics, and directions should be delivered to students in both written and auditory forms (Tileston, 2005).
This does not mean that educators will lose control over the classroom, quite the contrary; by allowing students to participate in their own learning, educators and students may gain more genuine learning; in addition to building stronger teacher-student and peer relationships in the classroom (Marzano & Pickering, 2011). Clear classroom rules, procedures, and expectations for group activities can provide a secure environment where students can learn how to interact and learn from each other. In order to address all types of learners, all procedures, rubrics, and directions should be delivered to students in both written and auditory forms (Tileston, 2005).
Brain research tells us that adolescents experience more comfort and enjoyment when pleasurable social interaction is
incorporated into their learning experiences. “Inclusion” in this context refers to a sense of belonging to a group where a student feels valued and begins to build resiliency. Resilient students have greater success, social competence, empathy, responsiveness, and communication skills. They also demonstrate greater flexibility, self-reflection, and ability to conceptualize abstractly when solving problems.
This does not mean that educators will lose control over the classroom, quite the contrary; by allowing students to participate in their own learning, educators and students may gain more genuine learning; in addition to building stronger teacher-student and peer relationships in the classroom (Marzano & Pickering, 2011). Clear classroom rules, procedures, and expectations for group activities can provide a secure environment where students can learn how to interact and learn from each other. In order to address all types of learners, all procedures, rubrics, and directions should be delivered to students in both written and auditory forms (Tileston, 2005).
This does not mean that educators will lose control over the classroom, quite the contrary; by allowing students to participate in their own learning, educators and students may gain more genuine learning; in addition to building stronger teacher-student and peer relationships in the classroom (Marzano & Pickering, 2011). Clear classroom rules, procedures, and expectations for group activities can provide a secure environment where students can learn how to interact and learn from each other. In order to address all types of learners, all procedures, rubrics, and directions should be delivered to students in both written and auditory forms (Tileston, 2005).
watch. listen. learn.
Dr. Adriana Galván is an assistant professor in the Department of Psychology and Brain Research Institute at the University of California, Los Angeles, where she is the Director and Principal Investigator of the Developmental Neuroscience Laboratory. Dr. Galván's expertise is in adolescent brain development. Her research aims to uncover the neurobiology underlying characteristic teenage behavior, such as risk-taking, exploration and thrill-seeking. Through her research, Dr. Galván's goal is to understand the opportunities and vulnerabilities that accompany adolescent brain and behavioral development in order to inform policy, juvenile justice and public health issues that affect youth (YouTube.com).