HS 325 The Teen Brain and Cognitive Function GLSP~ Game Stages Lab Debrief Review of Teaching Styles and Instructional Decisions Observations of 2 recesses.

HS 325 The Teen Brain and Cognitive Function GLSP~ Game Stages

Lab DebriefReview of Teaching Styles and

Instructional Decisions

Observations of 2 recesses due todayMon, Nov. 20 Learning Lab- Meet in Rolle GymVolunteers needed to set up equipment

Inside the Teen Brain

Insights Key Points

??? Generate a list with a partner Ok to use notes

Inside the Teen BrainWhat a teen does matters!

The cells connected and used will survive and flourish “Use it or lose it!”

Rapid brain growth during adolescence The teen brain is changing! Gray matter (thinking part of brain) thickens throughout childhood. Immature frontal cortex Strategies, Organizing, Consequences: still not fully

developed Brain is most vulnerable to drug use/abuse

Generic Levels of Skill Proficiency(GLSP)

Pre-control (Beginner)

Control (Advance Beginner)

Utilization (Intermediate)

Proficiency (Advanced)

GLSP applies to SKILL, not age.

Pre-control

Inability to repeat movements in succession

Awkward, Inefficient Movements

Mostly unsuccessful in reaching goal

Control More consistent movements

Skill performed correctly more frequently

Skill is not yet internalized/automatic

Intense concentration often required

The learner is unable to consistently perform the skill in unpredictable situations or combine 1 movement with another.

Utilization

Movements appear more automatic

The learner has developed control in predictable situations

Beginning to have success in unpredictable situations

Able to combine the skill with other skills and use in a variety of situations

Proficiency

Skill performances are automatic/internalized

Appears effortless

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.)

Able to make on the adjustments and judgments to meet the changing demands of a dynamic ame situation.

Guidelines for Using GLSP Determine the class’s predominant skill level for the specific

skill being worked on.

Match the tasks to the predominant class skill level.

Make adjustments for individual differences using Intratask Variation, Teaching by Invitation, Indirect Teaching Methods, etc.

Spend the majority of the class time in APPLICATION to hold

student interest as they improve their skill.

Insights re: GLSP In the upper elementary to the middle school grades it

is not uncommon to have children in the same grade at pre-control, control, and utilization levels.

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.

Achieving the level of proficiency is RARE.