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The Brain-Targeted Teaching Model for 21st-Century Schools - Mariale M. Hardiman

The Brain-Targeted Teaching Model for 21st-Century Schools

Paperback

Published: 28th February 2012
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A powerful guide for applying brain research for more effective instruction The Brain-Targeted Teaching Model for 21st Century Schools serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply relevant research from educational and cognitive neuroscience to classroom settings through a pedagogical framework. The model's six components are: (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.

"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." -- Robert Sylwester, Emeritus Professor of Education and Author of "A Child's Brain: The Need for Nurture" 20110610 "Teachers will find the content valuable and can implement the Brain-Targeting Teaching concept very easily." -- Steve Hutton, School Improvement Specialist 20110610 "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." -- David Sousa, Consultant in Educational Neuroscience and Author of "How the Brain Learns" 20110610 "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." -- Jacqueline LaRose, Assistant Professor of Education 20110610 "This book provides a teacher-friendly model that teachers can use to establish student-friendly classroom environments and effective teaching strategies and activities." -- Darla Mallein, Director of Secondary Social Sciences Education 20110610 "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." -- Jay N. Giedd, Chief of Brain Imaging Unit 20110728 "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." -- Kenneth S. Kosik, MD, Harriman Professor of Neuroscience 20110729 "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." -- Fay E. Brown, Director of Child and Adolescent Development 20110729 "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." -- Charles J. Limb, MD, Associate Professor 20110729 "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." -- Paula Tallal, Board of Govenors Professor of Neuroscience 20110831 "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." -- Dee Dickinson, Founder 20110901 "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." -- Linda Casto, Advisory Board 20110901 "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." -- Andrea Jackson, Fifth-Grade Teacher 20110901 "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." -- Vicky M. Krug, Assistant Professor 20110901 "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." -- Jenifer Shaud, Founder 20110929

List of Expert Teachers by Chapterp. xi
Forewordp. xiii
Prefacep. xvii
Acknowledgmentsp. xxiii
About the Authorp. xxv
Introduction: The Emerging Field of Neuroeducation and 21st-century Schoolsp. 1
Information From the Neuro- and Cognitive Sciences That Educators Should Know: Separating Neuromyth From Neurosciencep. 5
Neuromyth in Educationp. 6
Some of Us Are Left-Brained; Some of Us Are Right-Brainedp. 6
Listening to Mozart Will Make Your Baby Smarterp. 7
After Critical Periods of Development, Learning Shuts Downp. 8
We Only Use 10% of Our Brainp. 9
Teachers Should Assess and Teach to Each Child's Learning Stylep. 10
We Are Born With All the Brain Cells We Will Ever Havep. 11
Important Themes From the Neuro- and Cognitive Sciences That Educators Should Knowp. 11
Plasticityp. 11
Neurogenesisp. 11
Emotion and Stressp. 12
The Role of Attention in Learningp. 12
Executive Functionp. 13
The Importance of Movement and Learningp. 13
Arts and Learningp. 13
Adolescents, Sleep, and Learningp. 14
Creativityp. 15
Brain Structure and Functionp. 17
Brain Factsp. 17
Brain Cells: Neurons and Glial Cellsp. 18
Cerebral Organizationp. 20
Hemispheric Differencesp. 23
From Research to Practicep. 24
The Brain-Targeted Teaching Model for 21st-Century Schoolsp. 25
Overview of the Brain-Targeted Teaching Modelp. 27
Brain-Target One: Establishing the Emotional Climate for Learningp. 27
Brain-Target Two: Creating the Physical Learning Environmentp. 27
Brain-Target Three: Designing the Learning Experiencep. 27
Brain-Target Four: Teaching for Mastery of Content, Skills, and Conceptsp. 28
Brain-Target Five: Teaching for the Extension and Application of Knowledge-Creativity and Innovation in Educationp. 28
Brain-Target Six: Evaluating Learningp. 29
Brain-Targeted Teaching: Research to Practicep. 29
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?p. 29
Brain-Target One: Establishing the Emotional Climate for Learningp. 33
Neural Systems Underlying Emotionp. 35
How We Perceive Fear and Threatp. 35
Effects of Stress on Learningp. 37
Stress and School Environmentsp. 38
The Impact of Positive Emotionsp. 39
Emotions and the Adolescentp. 40
Implementing Brain-Target One: Establishing the Emotional Climate for Learningp. 41
Strategies for Promoting a Positive Learning Environmentp. 41
Emotional Connection to Learning Goals and Objectivesp. 52
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?p. 53
Brain-Target Two: Creating the Physical Learning Environmentp. 59
Attention and Noveltyp. 60
The Effects of Environmental Features on Attention and Learningp. 63
Lighting in the Classroomp. 63
Sound in the Learning Environmentp. 64
Scent in the Classroomp. 67
The Effects of Movement on Attentionp. 69
Order and Beauty in the Classroomp. 69
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?p. 71
Brain-Target Three: Designing the Learning Experiencep. 79
Cognitive Development and Big-Picture Thinkingp. 81
Planning a Brain-Targeted Teaching Learning Unitp. 82
Instructional Decision-Making: Content Choices for Learning Goals and Objectivesp. 84
Learning Activitiesp. 84
Evaluating Learningp. 86
Use of Graphic Organizers in the Brain-Targeted Teaching Modelp. 86
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?p. 91
Brain-Target Four: Teaching for Mastery of Content, Skills, and Conceptsp. 95
Learning and Memoryp. 96
Types of Memory Processesp. 97
Neurobiology of Learning and Memoryp. 102
Arts Integration for Mastery of Content, Skills, and Conceptsp. 103
Repeated Rehearsalp. 105
Elaborationp. 106
Generationp. 107
Enactmentp. 108
Productionp. 110
Effort After Meaningp. 111
Pictorial Representationp. 112
Emotion and Memoryp. 114
Pedagogical Strategies for Forming Strong Memoriesp. 115
Mnemonicsp. 115
Desirable Difficultiesp. 116
Chunkingp. 117
Interleavingp. 118
Brain-Targeted Teaching Learning Unitsp. 119
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?p. 119
Brain-Target Five: Teaching for the Extension and Application of Knowledge-Creativity and Innovation in Educationp. 125
Twenty-First Century Skillsp. 127
Creativity and Innovation in the Classroomp. 128
What Do the Brain Sciences Tell Us About Higher-Order Thinking and Creativity?p. 131
Content Versus Process in the 21st-century Skills Movementp. 135
What Does This Mean for Teachers?p. 137
Brain- Target Five Activitiesp. 139
Brain-Target Five Summaryp. 140
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?p. 141
Brain-Target Six: Evaluating Learningp. 145
Research to Practice: Evaluation to Enhance Learningp. 146
Frequent and Timely Feedbackp. 146
Active Retrieval of Informationp. 149
Spacing Effectsp. 151
Multiple Kinds of Assessmentsp. 153
Portfolio Assessmentsp. 154
Student Journalsp. 155
Performance Assessmentsp. 156
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?p. 161
Implementing Brain-Targeted Teaching in a School and Classroomp. 169
Brain-Targeted Teaching in the School: Getting Startedp. 170
Instructional Leadership and Supportp. 171
Rate Your Brain Targetsp. 174
What Does a School Implementing Brain-Targeted Teaching Look Like?p. 175
Brain-Target One-Emotional Climate for Learningp. 175
Brain-Target Two-Physical Environmentp. 175
Brain-Target Three-Learning Designp. 176
Brain-Target Four-Teaching for Mastery of Content, Skills, and Conceptsp. 176
Brain-Target Five-Teaching for the Extension and Application of Knowledge: Creativity and Innovation in Educationp. 177
Brain-Target Six-Evaluating Learningp. 177
Brain-Targeted Teaching in Teacher Preparation Programs: A Story From a Teacher Educatorp. 177
Alignment of Brain-Targeted Teaching With Cognitive Taxonomies, Teaching Standards, and Learning Frameworksp. 181
Cognitive Taxonomiesp. 181
Bloom's Taxonomyp. 182
Dimensions of Learningp. 182
Depth of Knowledgep. 183
Alignment With Brain-Targeted Teachingp. 183
Teaching Standards, and Teaching and Learning Frameworksp. 183
Interstate Teacher Assessment and Support Consortium (InTASC) Standardsp. 184
Framework for Teachingp. 184
Universal Design for Learning (UDL)p. 185
Brain-Targeted Teaching Implementation Checklistp. 189
Referencesp. 197
Indexp. 213
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9781412991988
ISBN-10: 1412991986
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 256
Published: 28th February 2012
Dimensions (cm): 25.3 x 18.0  x 1.9
Weight (kg): 0.54