Monday April 28th 2014

Circle: Best thing you did over vacation besides sleeping and not going to school?

Topic Proposals: What have you decided on for a topic?

CCSS.ELA-LITERACY.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 
Questions for Disorder Presentation:
What is it?
What is the definition of the disorder?
How does it affect everyday life?

How are you connected to it?

What does it stop you from doing?

What are the causes?

How is it treated? Drugs/Therapy?

When was it discovered or recognized?

Does it have multiple forms?

What are the symptoms?

What are the physical effects?

How many people are diagnosed with this disorder per year?  How common?

Can it be prevented?

What are the disorders causes?

What is it like to live with the disorder on daily basis?

Are there companion disorders?

What are the symptoms?

Can it be treated with medication?

Is it curable?

Who is at risk?  Demographics? Statistics?

How is it diagnosed?

How is it categorized? Is it biological, cognitive, social cultural, behavioral, psychoanalytic?

Is it harmful? Fatal?

How can you help someone with it?

What are the different types?

Does it always require medication?

How does it affect family or people around them?

Is it hereditary?  Or brought on by experience?

Who is susceptible to this disorder?  Some more than others?

What is the frequency of symptoms?

Is it recognized by the DSM-VI?

How is it diagnosed?

Is it possible to live a productive life with the disorder with treatment?

Are there side effect from treatment/medication?

Library: We will be going to the library to work on our project.  Ms. Lance will be doing a brief presentation about putting together a slide show.  She will also be going over websites to use.

Homework:  Module 28 and 29 are due on Friday.  This should be in Tri-Fold form.

Thursday April 17, 2014

Circle Question: What is the best piece of advice you gave your teenage son or daughter?

Activity: Hand out letters.  What are the similarities? Did you find any good advice?  Do you wish your own parents followed some of the advice in the letters?  Did they miss on any of the advice?


Introduction to Disorders
MUDA
Maladaptive or Destructive to oneself or others
Unjustifiable-without rational basis
Disturbing-troublesome to other people
Atypical-so different to violate a norm

Breakdown of how disorders are classified
Dissociative, Schizophrenia and Personality Disorders
Anxiety and Mood Disorders

Create Questions to be answered in Presentation


Zimbardo Video

Bio-psycho-social activity

27-4

Homework: Choose a disorder, make sure it is recognized by the DSM-V and look up bring a brief definition of the disorder.

Homework After Vacation:
Due Wednesday  Module 28 Tri Fold
Due Friday Module 29 Tri Fold

Tuesday April 15, 2014

Circle: Why is it so hard to be honest with people about what we fear?  Would the world be a better place if we did share?

Check off homework: I am reaction

Reaction to  the I AM activity.

Letter to your teenage self: You will be writing a letter to your son or daughter that you will not see until they are 18.  You have volunteered to travel to Mars and the trip lasts 18 years.  Your son, if you are a boy, or your daughter if you are a female,  will need some advice about what its like to be a teenager from their same sex parent.  The only way you will be able to communicate with him is through a letter that you wrote at their birth and will open on their 13th birthday.  What advice would you give them about school, teachers, sex, relationships, peer pressure etc?  This letter should be addressed directly to them.  Please give them a name.  This will be finished for homework.

Introduce Mental Disorders:

True or False

27-1

Bio-psycho-social activity

27-4

Friday April 11, 2014

Circle Question:  What is one piece of advice you wished you got(and listened to) about getting through the teenage years?

Goal:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Activity: Using your laptop review and encapsulate Ericksons Theory of Identity Formation.  What are the key parts, explain using your own words. Brief presentation.  What do you would be like if you didn't go through adolescence like teenagers in different cultures?

Goal:[Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.]
I AM activity
Fill out sheets and these will be collected.  After completing I AM sheet review the link and write a reaction.  What stands out to you?  What surprises you?  Why do you think everyone writes such similar things?  How does this make you look at  yourself and what you wrote? This will be started in class and finished at home for homework.
Students I am Poems

Next Class
Letter to your teenage self: You will be writing a letter to your son or daughter that you will not see until they are 18.  You have volunteered to travel to Mars and the trip lasts 18 years.  Your son, if you are a boy, or your daughter if you are a female,  will need some advice about what its like to be a teenager from their same sex parent.  The only way you will be able to communicate with him is through a letter that you wrote at their birth and will open on their 13th birthday.  What advice would you give them about school, teachers, sex, relationships, peer pressure etc?  This letter should be addressed directly to them.  Please give them a name.  This will be finished for homework.

Wednesday April 9, 2014

Circle: Whats the last promise you broke?

Finish Inside the Teenage Brain
Getting into groups of 2-3 review notes and do a brief presentation about what you learned.  For example: What surprised you?  What did you already know?  What is something you've always suspected but only upon seeing this documentary do you come to realize is true?  What is something you disagreed with?  Other?

Who are you?  Write it down.

Goal:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Activity: Using your laptop review and encapsulate Ericksons Theory of Identity Formation.  What are the key parts, explain using your own words. Brief presentation.  What do you would be like if you didn't go through adolescence like teenagers in different cultures?

Goal:[Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.]
I AM activity
Fill out sheets and these will be collected.  After completing I AM sheet review the link and write a reaction.  What stands out to you?  What surprises you?  Why do you think everyone writes such similar things?  How does this make you look at  yourself and what you wrote? This will be started in class and finished at home for homework.
Students I am Poems

Next Class
Letter to your teenage self: You will be writing a letter to your son or daughter that you will not see until they are 18.  You have volunteered to travel to Mars and the trip lasts 18 years.  Your son, if you are a boy, or your daughter if you are a female,  will need some advice about what its like to be a teenager from their same sex parent.  The only way you will be able to communicate with him is through a letter that you wrote at their birth and will open on their 13th birthday.  What advice would you give them about school, teachers, sex, relationships, peer pressure etc?  This letter should be addressed directly to them.  Please give them a name.  This will be finished for homework.

Monday April 7, 2014

Circle Question: What is something you think has changed about being a teenager since your parents time?

Check Homework

Review notes:
What have we learned so far?

Notes-

Reasonable to assume that no one understands them.
Once kid becomes a teenager its almost like they get invaded by another brain and this throws the parents off.
Teenage years are just another phase of child development.  Parents need to remember this.
Dramatic brain growth just before puberty.
Biology of teen behavior is just starting to be explored through things like CAT scans and MRI's.
Frontal Cortex has a growth spurt right before puberty.  Frontal cortex thickens at this time.
Previous thinking was that the brain stopped changing by age three.  That is changing.
Neural pathways are created and strengthened by using them.  If not they are lost.
Use it or loose it.
We are creating those pathways as a teenager.
Prefrontal Cortex...planning behavior...Chief executive. Our ability to change our minds happens here.
Prefrontal Cortex regulates emotions as it grows.  Thats why adults don't have the mood swings like teenagers do.
Research shows that children's transition to puberty is like the transition to being a baby.  In fact its like a 2nd wave of overproduction of brain cells in the pre-frontal cortex.
Adolesence is a time of high risk behavior.  Teenagers are not making reasoned decisions.
Regulation of mood change is happening in the PFC
Growth in the Cerebellum is now known to smooth out emotions and thoughts.  This keeps developing into your mid 20's.
Teenagers require at least 9.25 hours of sleep per night.  

Inside the Teenage Brain
Preload questions 2 minutes
Notes on movie:
1. Five things you always suspected about being a teenager and the movie confirms.
2. Five things you just learned about being a teenager that you never heard or thought of.



Homework Due:
Interview an adult or parent about what they thought was the hardest thing about being a teenager  when they were growing up? (First make a prediction) And what is the hardest thing they think teenagers face today? (First make a prediction)  After the interview share with them what you thought they would say.  Were you right?  If not, explain why you came up with different answers.  These responses must be written down.

Thursday April 3rd, 2014

Thursday April 3rd, 2014

Circle:

Growing up what is something you thought was going to be different about being a teenager?  Are your teenage years living up to your expectations?

True False Quiz
Handout 5-1



Inside the Teenage Brain
Preload questions 2 minutes
Notes on movie:
1. Five things you always suspected about being a teenager and the movie confirms.
2. Five things you just learned about being a teenager that you never heard or thought of.



Homework
Interview an adult or parent about what they thought was the hardest thing about being a teenager  when they were growing up? (First make a prediction) And what is the hardest thing they think teenagers face today? (First make a prediction)  After the interview share with them what you thought they would say.  Were you right?  If not, explain why you came up with different answers.  These responses must be written down.

Tuesday April 1, 2014

Circle Question:  Best April fools joke that you played on someone or one thats been played on you.

Goal:Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Writing Exercise:  Using the information we have gathered over the course of March you will write a paper that states your position on the Nature/Nurture debate in regard to education.  Are we a result of our DNA, biological issues, birth defects, IQ, Cognitive Function or is it more how we were raised, the environment, socio-economic status, culture, school system, parenting style,etc?

Information you can use:

Bickford Interview Module 3 in Textbook

Article:

Poorer kids often depressed as teenagers

Transcript Activity

Breaking into groups you will investigate these transcripts.  What can you tell me about the person in each?  How do we explain their record in school?  What could influence them?  What might there homelife be like?  Friends? Childhood? etc.

Transcript #1

Transcript #2

Questions for Mr. Bickford

As a harvard grad, did you know any dropouts and why did they?

Does he believe a child who comes from poverty and depression really have a chance? Why?

Depression is directly related poverty and the only schools with an A rating reside in the wealthiest parts of Maine.  Can we get students to see the link between grades and wealth?

How do we break the cycle of poverty in this area?  Can we?

Is it even possible to break the cycle of poverty and depression?

How much time and effort does the school system put into making sure poverty issue are taken care of?

Do we have to solve the poverty problem or the grades problem first?

Is poverty and depression addressed as in issue in this district?

Do agree that making standards tougher and pushing kids harder is going to make this a better place academically?

With the kids he sees on a regular basis is it even worth making an effort?

Do we spend too much time trying to help kids at the bottom or do we need to separate the chafe from the wheat?