Wednesday, 16 August 2017

Teenage Brain

For hub today we read a couple articles about the teenage brain, and there are a few things that, because they are facts, I believe. For example, how the region of the brain called the Amygdala is responsible for immediate reactions including fear and aggressive behaviour, and how it develops early, thus explaining some causes of the stereotype "teenage behaviour. However, the frontal cortex, the area of the brain that controls reasoning and helps us think before we act, develops later.
Unfortunately, the stereotypes that the articles say that aren't backed up, just statements that generalize all teenage behaviour, I don't like.
"Why are teenagers such moody, lazy, selfish nightmares?" - I understand that this is meant to grab the audience's attention but I don't like how it generalises teenagers behaviour and assumes that we are like this the whole time The tone in which some articles are presented make it obvious that they are not teenagers, and I think one thing that they could include in their article to make it seem not so one sided is a teenager's perspective.

Sunday, 2 July 2017

Personal Agency Summary

Reading through the text certain points keep repeating themselves that all link back to personal agency. The text talks about the expectations that adolescents are supposed to meet as they move from primary to secondary school, and the new style of learning that comes with it. To keep up with the demand of schoolwork, they suggest that teenagers should set more goals than they are at the moment, and use strategies to help with the work. This can be hard because the pressure of work compared to primary school is a big change. We can apply what they talk about in this article with our learning by asking more questions about our learning, and setting specific time frames to complete your goals, therefore being more resilient and overall getting the grades and personal excellence that we want. This can help later on in life with adjusting to new jobs, and new responsibilities we have to take on as adults.
If we can believe that we can achieve these goals, these actions that we should take to be more personally excellent, then we have achieved our self efficacy and can make our life more productive and less stressed.




Thursday, 29 June 2017

Neuroscience and how students learn- Questions

Which of the things mentioned might put you in that ‘moderate stress’ position?
Lots of people, whether they do it on purpose or not, have a sort of routine they have each day, and changing up that routine can add a bit off stress to your day, because it's not familiar. Examples of this would be playing different music before class. Different learning styles can also put more stress on different types of students. Some students might need the extra stress of for example, being called on in class for an answer, but some students would crack under the pressure and it wouldn't actually be effective for their learning.
- What things from your personal wellness inventory might knock you out of that ‘moderate stress’ position? How might you move yourself back into it?
Not getting enough sleep or exercise. Also not eating the right foods minimises optimal performance. This goes for a lot of things, but if your brain isn't rested or energised, stress will build up over time.
- What activities does it mention that you might like to do or would find interesting?
(it wouldn't take me to the page) but an activity I should probably do more of is exercise because its great for reprogramming your brain.
- What sort of learning is the best to make you learn?
I'm a very visual person, so if its something like maths I like to see it written down on the board and have it in a step by step process so I fully understand it.

Sunday, 28 May 2017

16 Personalities


In hub we took the 16 personalities test again to see if we can link it back to our inquiry that we are doing. I have done this test 3 times in high school and two times I got the Diplomat, who is a leadership personality which I definitely relate with. However, this time when I took the test, I got the Campaigner.

My strengths are:
Curious
Observant
Energetic and Enthusiastic
Excellent Communicators
Know How to Relax
Very Popular and Friendly

This can help with my inquiry because I am always open to new ideas, and if I help with coming up with the different ideas, then I will be enthusiastic about it. I am also very good at communicating my ideas which is good for my inquiry because then I can explain it better to my hub coach.

My  weaknesses are:
Poor Practical Skills
Find it Difficult to Focus Overthink Things
Get Stressed Easily (This is actually my inquiry topic!)
Highly Emotional
Independent to a Fault

This can hinder my inquiry because, even though I have great ideas for my inquiry, sometimes I don't have the resilience to follow them through. This is something that I need to remind myself of when I am writing about my inquiry, that I need to follow up on my goals.

Pink Shirt Day

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Sunday, 7 May 2017

Grades Response

I'm quite happy with the grades that I got for term one, the lowest was a 6p and my highest mark was for social science, which was a 7p! I feel good about my grades because I am above where I am meant to be at the start of yr 11 (6d). My next steps is to get more feedback for my work so I can reflect and make my work better.

Sunday, 30 April 2017

Personal Excellence Response

https://careerbloom.org/2011/12/25/personal-excellence/


  • One idea in this article that was interesting to me was accepting that you have done the best you can, and being happy with what you have done. I found this interesting because I struggle with this idea. This article made me think about how I feel disappointed with myself and my work because I think that I have done my very best but then I get an average result in my class. This leads to overthinking future projects and making myself stressed out because now I don't think that my personal excellence is good enough anymore. 

(Will continue this later)
  • This helped me to understand that …
  • I will be able to use the idea that … in my career because …
  • An example of someone I know who does this is … and what they do is ...