New Foundations of Adolescent Learning

Lessons from Behavioral Science, Social Science, and Neuroscience

By: Laurence Steinberg
Spring 2015
Independent School Magazine
Task Response
Select 2-3 key areas Point 1: Reorienting schools to help strengthen self-regulation in addition to teaching academic
or points made by skills will not simply prevent problems from developing, it will actually help promote adolescents
the author that add physical and psychological well being. This is a huge point made by this article, the author focuses
to your professional on how important the tasks we have teenagers do in school will either help or hinder their
learning and
synthesize the ideas
development, both mentally and physically. By giving them tasks in school that help promote this
by making self regulation such as ones that include: intellectual engagement, practicing mindfulness,
connections to other including aerobic activity, and offering social and emotional learning courses, will help their
relevant research adolescent brains develop into healthy adult ones.
and current
information to Point 2: Extensive change in the prefrontal cortex during adolescence has important implications
support the validity for educators. Research now shows us how the development of the adolescent brain takes place
of the book content. and what it causes teenagers to do while its happening, but experts agree that schools should
focus on fostering more general competencies that have value in work settings like working
effectively with others, developing and carrying out long term strategic plans, acquiring and using
new information, thinking flexibly and creatively, and self regulation. These are just as, if not more
important, than the curriculum and standards that need to be covered. By pushing these skills, we
can begin to supervise, mentor and coach teenagers into successful adults.

Point 3: The brain develops through reorganization in three phases, which allow for adolescent
brains to develop into adult brains. This entire article is based on the research about brain
development, and the implications it has on everything else. The three phases are starting the
engines, developing a better braking system, and putting a skilled driver behind the wheel. In
phase one, students are more emotional, sensitive to opinions and seek intense experiences. In
this phase we need to try to limit the time available for students to experiment with risky behavior
that they cannot fully grasp the consequences of. Phase two is a gradual phase where thinking
becomes more adult like. They start to become better at reasoning and discussing. Phase three is
where the connections between the pre frontal cortex and limbic system begin to take place. They
start to become better at controlling their impulses and become better at self-regulation. By giving
them tasks that allow them to practice these things, it will help the overall development.

Essential Idea 1: Through constant challenge. By exposing students to demanding and difficult courses that
Question: How push them intellectually will ultimately allow for growth. This even relates to the big idea that
does learning learning and development is fostered when learners are challenged to perform increasingly more
happen? difficult tasks or to think in increasingly more sophisticated ways. The author states that intellectual
How does the
engagement is an important factor of strengthening self-regulation. Prefrontal development is
content support stimulated by novelty and challenge, so by exposing students to difficult courses that push them
long-term learning? intellectually is extremely important in having them learn. He states that through challenge- even if
it means failure- students acquire the ability to mange themselves and persevere in the face of
obstacles. Pushing students to try difficult tasks will also help increase their grit, which will set
them up for success by increasing their desire to work hard for personal satisfaction.

Idea 2: The author states that it is important for teachers to understand that teenagers capacities
for self-control and good judgment can be bolstered or undermined by circumstances. When
students are calm, well rested, and aware they will be rewarded for good choices, learning will
take place. If students are emotionally or socially aroused, their judgment and motivation
deteriorates. By providing a safe, and stable environment, students will be able to focus and
engage in the material and therefore actually learn.

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 Idea 3: Activities that promote mindfulness strengthen brain systems that regulate self-control, and
can help contribute to learning. Mindfulness can be a huge influence on long-term learning
because it involves focusing ones attention on the present moment in a nonjudgmental fashion,
and really attending to what your senses are picking up, without trying to interpret of think about
the experience. This relates back to the four steps of observational learning,, and attention is the
first one. For an activity or behavior to be understood, we need to notice and pay attention to the
behavior. If I practice mindfulness with my students, and really help them focus their attention to
the task at hand, this will support long-term learning.

Evaluate the content This article really didnt touch bases on any religious standpoint, it was very research focused.
in relationship to a However, it did support my worldview in the sense that you need to provide guidance, love and
Christian worldview. support for your students. They are developing in so many ways during adolescence, and it is my
Describe and job to the best leader and positive role model for them. As a Christian, it is my role to serve god as
explain areas of
compatibility and
well as my students. By learning, applying and trusting gods truth in all areas of my life, I will be
areas of able to pass on the basic morals and values of: faith in god, respect, responsibility, self control and
differences? moderation, honesty, integrity, kindness and compassion, contentment and thankfulness, peace
and humility, and loyalty and commitment to my students and be their support to help them
succeed.

Link the book I believe the content of the book heavily relates to social cognitive theory, because it puts the role
content to of the student first and recognizes the importance of peer influence. According to this theory,
one/several of the learning occurs from observing others, and is more of experienced based learning. In cooperative
four theories we are learning, small groups are encouraged to work together so that everyone can maximize their
studying in this
course. Provide a
learning. Learning in groups is great because students learn better when they are able to teach
comprehensive each other, and they are leaning skills necessary for their working lives. The debate between a
overview of how the cooperative and competitive classroom is solved through a synergistic classroom where they are
content of this book cooperating to compete (as stated by C.M. Charles). In this type of classroom environment,
falls into the students are motivated to learn, discipline problems are manageable, learning flourishes and
category of one or teachers and students can work together. In this theory, teachers should model behavior and be
more of these four the facilitator. They should structure content through scaffolding and facilitation. What both this
theories. theory and article recognize is the importance of peer and social acceptance and influence. Peers
and role models are a primary part of the process of knowledge construction. Students can be put
into cooperative learning groups that allow them to discuss and compare what they observed so
that they can perform the desired behavior. Part of the reason why cooperative learning groups
work are because students in essence are observing each other and then learning from each
other based on their observations of how the teacher is responding to them. Through learning
group activities, they are building the work skills necessary for the work force that the article talks
about. Skills such as: working effectively with others, developing and carrying out long term
strategic plans, acquiring and using new information, thinking flexibly and creatively, and self
regulation are developed while doing these types of activities.

Describe1-3 Big Big Idea #1: Learners future learning and performance are influenced by the consequences that
Ideas that seem to follow their behaviors. In some cases, these consequences may be external (e.g., concrete
link your book to a reinforcers, teacher feedback); in other cases, they may be internal (e.g., feelings of satisfaction,
theory we are causal attributions). This is a huge big idea in this article because the main thing that lacks in
studying and provide
a rationale for your
adolescent brains is their ability to understand consequences. Their limbic systems are more
choice. Explain in easily aroused, so during this phase of development (phase 1), they are more emotional, more
full detailed manner. sensitive to the opinions and evaluations of others, and more determined to have exciting and
intense experiences. Because of this, the roll of teacher feedback and vicarious reinforcement are
Your critical thinking huge!
should come
through your report.
Big Idea #2: Learning and development are fostered when learners are challenged to perform
increasingly more difficult tasks or to think in increasingly more sophisticated ways. The author
basically states this exact idea directly in her article. He states that intellectual engagement is a
huge factor of strengthening self-regulation. Prefrontal development is stimulated by novelty and
challenge, so exposing students to difficult courses that push them intellectually is so important.
He states that through challenge- even if it means failure- students acquire the ability to mange

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 themselves and persevere in the face of obstacles. Students need to be challenged in order to
learn!

Big Idea #3: Learning is enhanced when learners engage in self-evaluation. I think this idea is
linked to my article because it is focusing on the enhancement and growth of learners. When
students are able to stop and reflect on themselves, they will learn and grow. Activities that include
self evaluation and reflection will be crucial because this allows students to work on their self-
regulation skills which will ultimately help their prefrontal cortex and limbic system fully develop
and reorganize.

How has this This reading has helped me develop a deeper conceptual knowledge of the content because I am
reading helped you beginning to evaluate myself on my brain development, as well as reflect on how I was when I was
develop a deeper in high school. All of the facts and research laid out in the article was really meaningful because I
conceptual will be able to apply the knowledge about brain development and adolescent behavior to create
knowledge of this
content? Refer to
assignments/tasks/activities for my class that will help them develop as a whole.
deeper learning in
Learning Sciences
article.
Depth and I achieved deeper learning for myself in the study of this content because it had me reflect on my
Complexity: How own experiences, and really understand the implications of how the right mindset, and emotional
did you achieve stability has on education and learning. I know when I am tired, or emotionally stressed, it is hard
deeper learning for for me to put those feelings aside and learn anything or even be productive for that matter. By
yourself in your
study of this book
applying what he discusses to my own experiences, I am better able to think of ways I can help my
content? Provide students get past these issues and better rationalize things. In fact, it even helps me stop and step
explicit evidence. back and think about what is disrupting me to where I am not able to focus or get anything done
right now. It really makes me want to better myself and do things to improve my growth mindset.

How has this study This study has helped move me from novice to expert professional by really understanding how
helped move you brain development occurs in adolescence. It was almost reliving because at 23, I still catch myself
from novice to having to stop and not act on emotion sometimes, or to understand the consequences of my
expert professional? actions fully. I do not think my frontal cortex is fully developed yet, but understanding how and why
things happen during the process helps me understand my own thought process better. Since I will
be working with high school students, I am better able to sympathize with their emotions and
struggles. In the age where social media is the most important thing to teenagers/young people, I
can understand how one simple thing can ruin their whole day, and prevent them from learning.
They are able to think rationally, but it is easily disrupted by fatigue, stress and emotional arousal.
By making sure my students are in the right state of mind before having them learn a complex
concept will really help me become a better teacher. By making it a goal to touch bases with my
students or even observing if they are emotionally okay, I think I will be able to create a safe
environment where they feel safe and valued as people. This outlook will ultimately set my
students up for success!

How does this The article directly discusses GRIT and how crucial it is to students. He states that the pre frontal
information help cortex is the most important for self-control, and is the foundation for critical non cognitive skills
students develop a such as perseverance, determination, and the delay of gratification which is also known as grit.
positive growth He talks about how studies reveal GRIT is more predictive of success in school and work than any
mindset for
learning?
other attribute (including talent and intelligence). We even discussed this in class when we
How does it help watched the video about the study done on fifth grade students in which two groups of students
students develop were taken, one praised for intelligence, the other praised for hard work and effort. The group of
GRIT? student praised on effort and hard work were more likely to take on challenges, and actually
succeeded more overall than the other group of students. The author provides further tips on how
to include these tasks in school to promote this mindset (as discussed in previous questions).

Part 3- Responses to other postings of group book reports

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 1. Respond to 2-3 other book reports posted.
2. Include the following in your response to a book Review/colleagues:
o Application: How does this knowledge apply to your professional development and /or inform your teaching practice?
o How does the book support or conflict with your worldview/Christian perspective?
o How do the Big Ideas (see Ormrods 10 big Ideas article below) in this book topic link to your curriculum/teaching?
o How does the book content link to one of the theories?
o How does this content inform / support your worldview?
o Other points of interest you would like to share with your colleagues. Apply critical thinkingno cursory
responses on any of the areas of this assignment.

TEACHING: 10 BIG IDEAS

By Jeanne Ormrod
Many principles that we teach in educational psychology are common to two or more Isms. Here are ten examples of such
Big Ideas:

1. Learners do not passively absorb information from the environment; rather, they actively work to make sense of
their environment and construct their own, unique understandings of the world. This perspective pervades much
of cognitive theory; for instance, we see it in constructivists notion of knowledge construction and in information
processing theorists concept of elaboration. But it is also shared by the active information seeking that some behaviorist
describe.

2. Learning is more likely to occur when learners pay attention to the information to be learned. We see this idea in
information processing theorists dual-store model of memory, in social cognitive theorists four essential conditions for
modeling to occur, and in behaviorists concept of an orienting response.

3. Learners learn more effectively when they relate new information to prior knowledge. Such learning may take the
form of chaining two or more previously acquired S-R associations (a Piagetian perspective), or drawing on an existing
script to interpret a new situation (an idea from schema theory).

4. The close contiguity of events increases the likelihood that learners will associate those events with one
another. The concept of contiguity has historically been associated with behaviorist views of both classical and operant
conditioning. But it also plays a prominent role in contemporary views of information processing: Two pieces of
information are most likely to be associated in long-term memory if they have been in working memory at the same time.

5. Learners future learning and performance are influenced by the consequences that follow their behaviors. In
some cases, these consequences may be external (e.g., concrete reinforcers, teacher feedback); in other cases, they
may be internal (e.g., feelings of satisfaction, causal attributions).

6. Hints about how to think or behave often facilitate performance. Hints take difference guises in different Isms; for
instance, they may be retrieval cues (information processing theory), scaffolding (the sociocultural perspective), or
discriminative stimuli (behaviorism).

7. Learning and development are fostered when learners are challenged to perform increasingly more difficult
tasks or to think in increasingly more sophisticated ways. We see this idea in concepts from many theories; for
example, we find it in Piagets disequilibrium. Vygotskys zone of proximal development, Kohlbergs moral dilemmas, and
behaviorists shaping. We see it, too, in information processing theorists belief that learners develop more complex
cognitive strategies only when environmental events challenge them to do so, as well as in social cognitivists belief that
self-efficacy is better enhanced when learners succeed at challenging rather than easy tasks.

8. Learners benefit from hearing or reading the ideas of others. As noted earlier, many people conceptualize
information processing theory as being based on the notion that information is transmitted from the outside world rather
than constructed by the learner. This premise underlies much of behaviorism as well; we see it not only in programmed
instruction but also in the view that organisms are conditioned by environmental circumstances. Yet this Big Idea is hardly
unique to objectivist perspectives. Even social constructivists acknowledge that group-constructed knowledge does not
occur all at one sitting; for instance, the physical, life, and social sciences have evolved over the years (in some cases,

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 over the centuries) through a process of studying, testing, modifying, and sometimes rejecting the ideas of those who
have gone before.

9. Learning is enhanced when learners engage in self-evaluation. We see this principle in behaviorists programmed
instruction, in information processing theorys concept of comprehension monitoring, and in social cognitive theorys view
of self-regulation.

10. Learning is best assessed by using an assessment instrument that reflects the goals of instruction (i.e., an
instrument that has content validity). In some cases, this instrument may be a traditional paper-pencil test (a strategy
often attributed to behaviorist and/or information processing perspectives). In other cases, a teacher can assure greater
content validity by using authentic assessment (a strategy often attributed to the constructivist and perspectives).

NOTE Ormonds conclusion and apply:

A focus on Big Ideas has at least three advantages over a focus on Isms. First, Big Ideas are far less controversial
than Isms; most theorists agree with them to some extent. (As an example, when I changed the title of the Constructivism
chapter in my educational psychology textbook to Knowledge Construction--thus changing it from an Ism to a Big Idea--I
received more consistently positive comments from reviewers.) Second, Big Ideas typically describe general principles of
learning and/or instruction that lend themselves readily to concrete classroom applications; in contrast, experts do not always
agree regarding the specific applications of various Isms (e.g., see Anderson et al. [1997], or contrast the analyses of Spivey
[1997] and Greeno et al. [1996]).

Finally, a focus on Big Ideas allows us to draw from two or more Isms simultaneously when developing classroom
applicationsperhaps to analyze the effectiveness of authentic activities (a notion for which both constructivism and
situated perspectives take credit) from the perspective of generalization (as behaviorists describe it), or to talk about teacher
scaffolding (a sociocultural concept) when discussing ways to promote effective study strategies (strategies derived largely
from information processing theory).