Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Follow The Annenberg Learner on Facebook Follow Annenberg Learner on Twitter
Mailing List signup
Follow The Annenberg Learner on LinkedIn Follow The Annenberg Learner on Facebook Follow Annenberg Learner on Twitter

Why do teenagers often do stupid things?

Neuroscience & the Classroom“What were you thinking?” Raise your hand if you have ever said that to a teenager. Whether you are a parent or a teacher of an adolescent, I’m sure that question has crossed your mind at least once. Thanks to Professor Abigail Baird, we may not know for sure what teenagers are thinking, but we have a better idea of how they think. Of course, understanding how someone thinks helps us teachers respond more effectively to behaviors in the classroom.

Continuing with our February “Monday Motivation” theme on emotions and learning, let’s consider what motivates teenagers to partake in risky behaviors that can lead to broken limbs or poor grades. Professor Baird explains that adolescents engage in risky behaviors by over thinking dangerous scenarios. In her research, she found that both adults and teenagers responded to questions about risky behavior similarly: risky behaviors are bad ideas. However, she discovered through brain imaging that adults used the emotional centers of their brains when considering these behaviors, whereas teenagers used the underdeveloped rational sides of their brains. The teenagers were not connecting their emotional centers with abstract, unfamiliar experiences, which hampered their ability to make a good decision. Her findings underscore the importance of emotional relevance in learning, and help teachers understand their students and respond appropriately to their perplexing behaviors. See the explanation of the study in the video for unit 2, “The Unity of Emotion, Thinking, and Learning,” section 4, Making the Case, of Neuroscience & the Classroom.

Tell us your best “What were you thinking” moment with your adolescent students. How does Professor Baird’s research motivate you to think differently about how you respond to teenagers in your classroom?

Linking Emotions and Mathematics

Neuro_2_emotion_mathIn many classrooms, math is a bunch of numbers and operations seemingly unrelated to what students do in their every day lives. Math is not typically thought of as an emotional subject, but emotions help solve problems. People apply what they’ve learned from past experiences in order to act advantageously in future situations. In order to motivate students to solve math problems, it’s important that your students care about the problems presented. Why is the problem relevant to them in their daily life?

In this short video “Emotions and Math” for unit 2 of Neuroscience & the Classroom, hear Prof. Abigail Bard explain how actively engaging the brain’s emotional centers should not be separated from academic information in the math classroom. Also, witness a teacher engage her students in the math lesson by drawing from their daily experiences.

Share here with other teachers how you connect your math (or other subject area) lessons to real world situations in order to engage your students.