{"id":26,"date":"2018-02-20T20:45:19","date_gmt":"2018-02-20T20:45:19","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/chapter\/week-5-adolescent-learning\/"},"modified":"2023-05-11T13:06:42","modified_gmt":"2023-05-11T13:06:42","slug":"week-5-adolescent-learning","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/theoriesoflearningandcognitivedevelopment\/chapter\/week-5-adolescent-learning\/","title":{"raw":"Adolescent Learning","rendered":"Adolescent Learning"},"content":{"raw":"

Read the following to prepare for Module 4:<\/h2>\nChick, N.<\/strong> (n.d.). Metacognition: Thinking about one's thinking. Nashville, TN: Vanderbilt University Center for Teaching.\u00a0\nhttps:\/\/cft.vanderbilt.edu\/guides-sub-pages\/metacognition\/<\/a>\n\nChoudhury, S., Blakemore, S. J., & Charman, T.<\/strong> (2006). Social cognitive development during adolescence. Social Cognitive and Affective Neuroscience, 1(3), 165\u2013174. \nhttp:\/\/doi.org\/10.1093\/scan\/nsl024<\/a>\n\nNadworny, E. <\/strong>(2018). Why teens should understand their own brains (and why their teachers should, too). NPR.\nhttps:\/\/www.npr.org\/sections\/ed\/2018\/05\/15\/609769519\/why-teenagers-should-understand-their-own-brains-and-why-their-teachers-should-t<\/a>\n\nTarrant Institute.<\/strong> (2015). Z is for generation z.\nhttp:\/\/tiie.w3.uvm.edu\/blog\/who-are-generation-z\/#.WUpQLnUrJxg<\/a>\n\nWhat Kids Can Do, Inc.<\/strong> (2013). The teenage brain: Research Highlights.\u00a0\nhttp:\/\/www.howyouthlearn.org\/research_teenagebrain.html<\/a>\n\nAnnenberg Foundation.<\/strong> (2018). Lesson plans.\nhttp:\/\/learner.org\/resources\/lessonplanbrowse.html<\/a>\n\n
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Prompt:<\/strong><\/h3>\n

Select two lesson plans from:\u00a0http:\/\/learner.org\/resources\/lessonplanbrowse.html<\/a><\/p>\n\n