The Brain-Targeted Teaching Model for 21st-Century Schools
Autor Mariale M. Hardimanen Limba Engleză Paperback – 3 apr 2012
(1) Establish the emotional connection to learning
(2) Develop the physical learning environment
(3) Design the learning experience
(4) Teach for the mastery of content, skills, and concepts
(5) Teach for the extension and application of knowledge
(6) Evaluate learning
Mariale Hardiman presents this model with the educator in mind and offers practical steps for using it to inform instruction and teach 21st century skills. Her valuable road map will help you achieve improved outcomes for your students and better collaborative professional practices in your school.
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Specificații
ISBN-13: 9781412991988
ISBN-10: 1412991986
Pagini: 256
Ilustrații: Illustrations
Dimensiuni: 178 x 254 x 9 mm
Greutate: 0.52 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 1412991986
Pagini: 256
Ilustrații: Illustrations
Dimensiuni: 178 x 254 x 9 mm
Greutate: 0.52 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
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Recenzii
"This book will encourage many educators to teach 21st century students via 21st century policies and practices that are grounded in the dramatic advances occurring in the cognitive neurosciences."
"Teachers will find the content valuable and can implement the Brain-Targeting Teaching concept very easily."
"Mariale Hardiman offers a unique model that teachers can use to assess the extent to which they are considering brain-friendly concepts when they plan their lessons."
"The emphasis on integrating the arts with content areas is timely and welcome. An additional strength are the examples from 'expert teachers' which show how the model can be implemented while addressing curriculum standards."
"This book provides a teacher-friendly model that teachers can use to establish student-friendly classroom environments and effective teaching strategies and activities."
"The Brain-Targeted Teaching Model for 21st Century Schools has much to offer all educators. The book contains a wealth of knowledge from cognitive and neuroscience and presents it in a way that is accurate and accessible. Hardiman’s work creates a vision of education in which scientific discoveries about thinking and learning are taken full advantage of."
"Few educators bring Dr. Hardiman’s ability, experience, and scholarliness to the increasingly rich exchange between educators and neuroscientists. She has succinctly synthesized a large body of information into a must-read for educators, researchers, and anyone else interested in how neuroscience and cognitive science can make a difference in the classroom."
"Hardiman’s book provides a practical way for educators to operationalize theoretical principles, and teach in a way that can effectively engage students on different and meaningful levels. The research and strategies presented in this book emphasize the very important notion of supporting students’ personal, social, and academic development and achievement."
“One of the central components of Hardiman’s remarkable book is creativity—the ability to generate something new. Promoting the development of this unique attribute is critically important for the success of our students, and I applaud Dr. Hardiman for showing that neuroscience can and should inform the process of education.”
“This book is a tour de force, providing not only a comprehensive understanding of cognitive and neuroscience research, but also a well-constructed model providing teachers with the practical tools they need to integrate it into their classrooms. Dr. Hardiman has become a leading authority in the emerging field of Neuroeducation."
“Dr. Hardiman provides clear explanations of what is currently known about the functions of the human brain, along with practical examples of ways to apply these understandings in the classroom. With this book she offers a significant contribution to the field of education.”
“Dr. Hardiman's Brain-Targeted Teaching Model is one of the most powerful and research-based methods of achieving greater learning retention—its focus on the arts and creative problem-solving moves teaching from traditional 'drill and kill' methods to one that engages students for the demands of 21st century teaching and learning.”
“The Brain-Targeted teaching model has informed my teaching in so many ways. I love the model’s infusion of the arts as the arts lend themselves to creative expression for all children. There is no question that the Brain-Targeted Teaching Model enhanced the quality of my teaching."
“The Brain Targeted Teaching model provides a framework for teaching that makes sense not only in K-12 but also in higher education settings. I hope to continue spreading the word that higher education coursework can be significantly enhanced by using the tenets of Brain-Targeted Teaching.”
“Brain Targeted Teaching provides teachers with the structure to plan thoughtful, intentional, arts-integrated units. The clear explanation of neuro and cognitive research allows teachers to develop a connection between the research and best practices. Our school is very excited about using this book as our means of instructional practice.”
"Teachers will find the content valuable and can implement the Brain-Targeting Teaching concept very easily."
"Mariale Hardiman offers a unique model that teachers can use to assess the extent to which they are considering brain-friendly concepts when they plan their lessons."
"The emphasis on integrating the arts with content areas is timely and welcome. An additional strength are the examples from 'expert teachers' which show how the model can be implemented while addressing curriculum standards."
"This book provides a teacher-friendly model that teachers can use to establish student-friendly classroom environments and effective teaching strategies and activities."
"The Brain-Targeted Teaching Model for 21st Century Schools has much to offer all educators. The book contains a wealth of knowledge from cognitive and neuroscience and presents it in a way that is accurate and accessible. Hardiman’s work creates a vision of education in which scientific discoveries about thinking and learning are taken full advantage of."
"Few educators bring Dr. Hardiman’s ability, experience, and scholarliness to the increasingly rich exchange between educators and neuroscientists. She has succinctly synthesized a large body of information into a must-read for educators, researchers, and anyone else interested in how neuroscience and cognitive science can make a difference in the classroom."
"Hardiman’s book provides a practical way for educators to operationalize theoretical principles, and teach in a way that can effectively engage students on different and meaningful levels. The research and strategies presented in this book emphasize the very important notion of supporting students’ personal, social, and academic development and achievement."
“One of the central components of Hardiman’s remarkable book is creativity—the ability to generate something new. Promoting the development of this unique attribute is critically important for the success of our students, and I applaud Dr. Hardiman for showing that neuroscience can and should inform the process of education.”
“This book is a tour de force, providing not only a comprehensive understanding of cognitive and neuroscience research, but also a well-constructed model providing teachers with the practical tools they need to integrate it into their classrooms. Dr. Hardiman has become a leading authority in the emerging field of Neuroeducation."
“Dr. Hardiman provides clear explanations of what is currently known about the functions of the human brain, along with practical examples of ways to apply these understandings in the classroom. With this book she offers a significant contribution to the field of education.”
“Dr. Hardiman's Brain-Targeted Teaching Model is one of the most powerful and research-based methods of achieving greater learning retention—its focus on the arts and creative problem-solving moves teaching from traditional 'drill and kill' methods to one that engages students for the demands of 21st century teaching and learning.”
“The Brain-Targeted teaching model has informed my teaching in so many ways. I love the model’s infusion of the arts as the arts lend themselves to creative expression for all children. There is no question that the Brain-Targeted Teaching Model enhanced the quality of my teaching."
“The Brain Targeted Teaching model provides a framework for teaching that makes sense not only in K-12 but also in higher education settings. I hope to continue spreading the word that higher education coursework can be significantly enhanced by using the tenets of Brain-Targeted Teaching.”
“Brain Targeted Teaching provides teachers with the structure to plan thoughtful, intentional, arts-integrated units. The clear explanation of neuro and cognitive research allows teachers to develop a connection between the research and best practices. Our school is very excited about using this book as our means of instructional practice.”
Cuprins
List of Expert Teachers by Chapter
Foreword
Preface
Acknowledgments
About the Author
Introduction: The Emerging Field of Neuroeducation and 21st Century Schools
1. Information from the Neuro- and Cognitive Sciences that Educators Should Know—Separating Neuromyth from Neuroscience
2. Brain Structure and Function
Brain Facts
Brain Cells: Neurons and Glial Cells
Cerebral Organization
Hemispheric Difference
From Research to Practice
3. The Brain-Targeted Teaching Model for 21st Century Schools
Overview of the Brain-Targeted Teaching Model
Brain Target One: Establishing the Emotional Climate for Learning
Brain Target Two: Creating the Physical Learning Environment
Brain Target Three: Designing the Learning Experience
Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts
Brain Target Five: Teaching for the Extension and Application of Knowledge—Creativity and Innovation in Education
Brain Target Six: Evaluating Learning
Brain-Targeted Teaching: Research to Practice
4. Brain-Target One: Establishing the Emotional Climate for Learning
Neural Systems Underlying Emotion
How We Perceive Fear and Threat
Effects of Stress on Learning
Stress and School Environments
The Impact of Positive Emotions
Emotions and the Adolescent
Implementing Brain Target One: Establishing the Emotional Climate for Learning
Strategies for Promoting a Positive Learning Environment
Emotional Connection to Learning Goals and Objectives
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
5. Brain-Target Two: Creating the Physical Learning Environment
Attention and Novelty
Lighting in the Classroom
Sound in the Learning Environment
Scent in the Classroom
The Effects of Movement on Attention
Order and Beauty in the Classroom
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
6. Brain-Target Three: Designing the Learning Experience
Cognitive Development and Big Picture Thinking
Cognitive Development and Big Picture Thinking
Instructional Decision-Making: Content Choices for Learning Goals and Objectives
Learning Activities
Evaluating Learning
Use of Graphic Organizers in the Brain-Targeted Teaching Model
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
7. Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts
Learning and Memory
Types of Memory Processes
Neurobiology of Learning and Memory
Arts Integration for Mastery of Content, Skills, and Concepts
Repeated Rehearsal
Elaboration
Generation
Enactment
Production
Effort After Meaning
Pictorial Representation
Emotion and Memory
Mnemonics
Desirable Difficulties
Chunking
Interleaving
Brain-Targeted Teaching Learning Units
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
8. Brain Target Five: Teaching for the Extension and Application of Knowledge—Creativity and Innovation in Education
Twenty-First Century Skills
Creativity and Innovation in the Classroom
What Do the Brain Sciences Tell Us About Higher-Order Thinking and Creativity?
Content versus Process in the 21st Century Skills Movement
What Does This Mean for Teachers?
Brain Target Five Activities
Brain Target Five Summary
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
9. Brain-Target Six: Evaluating Learning
Research to Practice: Evaluation to Enhance Learning
Frequent and Timely Feedback
Active Retrieval of Information
Spacing Effects
Multiple Kinds of Assessments
Portfolio Assessments
Student Journals
Performance Assessments
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
10. Implementing Brain-Targeted Teaching in a School and Classroom
Brain-Targeted Teaching in the School: Getting Started
Instructional Leadership and Support
What Does a School Implementing Brain-Targeted Teaching Look Like?
Brain Target One: Emotional Climate for Learning
Brain Target Two: Physical Environment
Brain Target Three: Learning Design
Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts
Brain Target Five: Teaching for the Extension and Application of Knowledge: Creativity and Innovation in Education
Brain Target Six: Evaluating Learning
Brain-Targeted Teaching in Teacher Preparation Programs: A Story from a Teacher Educator
APPENDIX I
Alignment of Brain-Targeted Teaching with Cognitive Taxonomies, Teaching Standards and Frameworks
Cognitive Taxonomies
Brain-Targeted Teaching Alignment
Teaching Standards and Teaching and Learning Frameworks
APPENDIX II
Brain-Targeted Teaching Implementation Checklist
Index
Foreword
Preface
Acknowledgments
About the Author
Introduction: The Emerging Field of Neuroeducation and 21st Century Schools
1. Information from the Neuro- and Cognitive Sciences that Educators Should Know—Separating Neuromyth from Neuroscience
2. Brain Structure and Function
Brain Facts
Brain Cells: Neurons and Glial Cells
Cerebral Organization
Hemispheric Difference
From Research to Practice
3. The Brain-Targeted Teaching Model for 21st Century Schools
Overview of the Brain-Targeted Teaching Model
Brain Target One: Establishing the Emotional Climate for Learning
Brain Target Two: Creating the Physical Learning Environment
Brain Target Three: Designing the Learning Experience
Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts
Brain Target Five: Teaching for the Extension and Application of Knowledge—Creativity and Innovation in Education
Brain Target Six: Evaluating Learning
Brain-Targeted Teaching: Research to Practice
4. Brain-Target One: Establishing the Emotional Climate for Learning
Neural Systems Underlying Emotion
How We Perceive Fear and Threat
Effects of Stress on Learning
Stress and School Environments
The Impact of Positive Emotions
Emotions and the Adolescent
Implementing Brain Target One: Establishing the Emotional Climate for Learning
Strategies for Promoting a Positive Learning Environment
Emotional Connection to Learning Goals and Objectives
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
5. Brain-Target Two: Creating the Physical Learning Environment
Attention and Novelty
Lighting in the Classroom
Sound in the Learning Environment
Scent in the Classroom
The Effects of Movement on Attention
Order and Beauty in the Classroom
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
6. Brain-Target Three: Designing the Learning Experience
Cognitive Development and Big Picture Thinking
Cognitive Development and Big Picture Thinking
Instructional Decision-Making: Content Choices for Learning Goals and Objectives
Learning Activities
Evaluating Learning
Use of Graphic Organizers in the Brain-Targeted Teaching Model
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
7. Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts
Learning and Memory
Types of Memory Processes
Neurobiology of Learning and Memory
Arts Integration for Mastery of Content, Skills, and Concepts
Repeated Rehearsal
Elaboration
Generation
Enactment
Production
Effort After Meaning
Pictorial Representation
Emotion and Memory
Mnemonics
Desirable Difficulties
Chunking
Interleaving
Brain-Targeted Teaching Learning Units
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
8. Brain Target Five: Teaching for the Extension and Application of Knowledge—Creativity and Innovation in Education
Twenty-First Century Skills
Creativity and Innovation in the Classroom
What Do the Brain Sciences Tell Us About Higher-Order Thinking and Creativity?
Content versus Process in the 21st Century Skills Movement
What Does This Mean for Teachers?
Brain Target Five Activities
Brain Target Five Summary
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
9. Brain-Target Six: Evaluating Learning
Research to Practice: Evaluation to Enhance Learning
Frequent and Timely Feedback
Active Retrieval of Information
Spacing Effects
Multiple Kinds of Assessments
Portfolio Assessments
Student Journals
Performance Assessments
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
10. Implementing Brain-Targeted Teaching in a School and Classroom
Brain-Targeted Teaching in the School: Getting Started
Instructional Leadership and Support
What Does a School Implementing Brain-Targeted Teaching Look Like?
Brain Target One: Emotional Climate for Learning
Brain Target Two: Physical Environment
Brain Target Three: Learning Design
Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts
Brain Target Five: Teaching for the Extension and Application of Knowledge: Creativity and Innovation in Education
Brain Target Six: Evaluating Learning
Brain-Targeted Teaching in Teacher Preparation Programs: A Story from a Teacher Educator
APPENDIX I
Alignment of Brain-Targeted Teaching with Cognitive Taxonomies, Teaching Standards and Frameworks
Cognitive Taxonomies
Brain-Targeted Teaching Alignment
Teaching Standards and Teaching and Learning Frameworks
APPENDIX II
Brain-Targeted Teaching Implementation Checklist
Index
Notă biografică
Descriere
This proven model for applying brain research for more effective instruction shows how to implement educational and cognitive neuroscience principles to classroom settings through a pedagogical framework.