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The Brain-Targeted Teaching Model for 21st-Century Schools - Book Cover Look Inside
Bestseller!

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

Foreword by Martha Bridge Denckla

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.

Full description

The Brain-Targeted Teaching Model for 21st-Century Schools - Book Cover Look Inside
Product Details
  • Grade Level: K-12
  • ISBN: 9781412991988
  • Published By: Corwin
  • Year: 2012
  • Page Count: 256
  • Publication date: December 26, 2012
Price: $42.95

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Description

Description

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.

Check out the free study guide at http://braintargetedteaching.org/!


Key features

Educational practitioners will find that the work is easily tailored to any grade level or content area in K-12 education. The book will globally introduce the Brain-Targeted Teaching Model then focus on each of the targets. In addition to research, the content of each target will include (a) descriptions of best practices that can be used across grade/age levels, (b) examples of two learning units that will thread through the book, (c) "Voices of the expert" sections which include quotes from teachers in the form of "teacher talk", (d) pictures of the use of the target within the classroom, and (e) work samples from real lessons.

In addition to textual discussions of research for each brain target, the work will include a section on "teacher tips" from those who are using the model, activities, sample lessons, sample teaching tools, pictures of classroom instruction, and students' products.

Author(s)

Author(s)

Mariale M. Hardiman photo

Mariale M. Hardiman

Dr. Mariale M. Hardiman is Professor Emeritus at Johns Hopkins University in Baltimore, MD. Her work has contributed to advancing the field of neuroeducation through various roles including professor, researcher, school principal, consultant, and author of books, book chapters, journal articles, and multi-media presentations. She founded the Neuro-Education Initiative and the Mind, Brain, and Teaching programs at the Johns Hopkins University School of Education. Through academic courses and professional development, her work connects research from the learning sciences with teaching and learning strategies for professionals in education and related fields. She has conducted pioneering research on the effects of arts integration on long-term retention of academic content. She also examined how knowledge of the learning sciences influences teaching practices and efficacy beliefs. Her National Science Foundation-funded research investigated teachers’ perception of creative thinking strategies and creativity assessments. Additionally, Hardiman’s administrative roles at the Johns Hopkins School of Education include Department Chair, Vice Dean of Academic Affairs, and two appointments as Interim Dean.

In her time as a school principal in Baltimore City, Hardiman developed a teaching framework, the Brain-Targeted Teaching® Model that promotes arts integration and creative problem-solving. Hardiman presents her work nationally and internationally on topics related to the intersection of research in the learning sciences with effective teaching, leading, and learning. Her research on arts integration has been featured in various popular news outlets including the New York Times, Forbes, Psychology Today, Pacific Standard and Southern Living.

Hardiman can be reached at mmhardiman@jhu.edu

Visit her website www.braintargetedteaching.org

Table of Contents

Table of Contents

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

Reviews

Reviews

Quote by Robert Sylwester, Emeritus Professor of Education and Author of "A Child's Brain: The Need for Nurture", University of Oregon, Eugene, OR: "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."
"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"
University of Oregon, Eugene, OR
Quote by Steve Hutton, School Improvement Specialist, Villa Hills, KY: "Teachers will find the content valuable and can implement the Brain-Targeting Teaching concept very easily."
"Teachers will find the content valuable and can implement the Brain-Targeting Teaching concept very easily."
Steve Hutton, School Improvement Specialist
Villa Hills, KY
Quote by David Sousa, Consultant in Educational Neuroscience and Author of "How the Brain Learns", Palm Beach, FL: "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."
"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"
Palm Beach, FL
Quote by Jacqueline LaRose, Assistant Professor of Education, Eastern Michigan University, Ypsilanti, MI: "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."
"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
Eastern Michigan University, Ypsilanti, MI
Quote by Darla Mallein, Director of Secondary Social Sciences Education, Emporia State University, KS: "This book provides a teacher-friendly model that teachers can use to establish student-friendly classroom environments and effective teaching strategies and activities."
"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
Emporia State University, KS
Quote by Jay N. Giedd, Chief of Brain Imaging Unit, Child Psychiatry Branch, NIMH, Bethesda, MD: "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."
"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
Child Psychiatry Branch, NIMH, Bethesda, MD
Quote by Kenneth S. Kosik, MD, Harriman Professor of Neuroscience, University of California, Santa Barbara: "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."
"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
University of California, Santa Barbara
Quote by Fay E. Brown, Director of Child and Adolescent Development, Yale School Development Program, Yale University: "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."
"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
Yale School Development Program, Yale University
Quote by Charles J. Limb, MD, Associate Professor, Johns Hopkins University Schools of Medicine and Education, Baltimore, MD: “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.”
“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
Johns Hopkins University Schools of Medicine and Education, Baltimore, MD
Quote by Paula Tallal, Board of Govenors Professor of Neuroscience, Rutgers University, Cream Ridge ,NJ: “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."
“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
Rutgers University, Cream Ridge ,NJ
Quote by Dee Dickinson, Founder, New Horizons for Learning, Seattle, WA: “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 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
New Horizons for Learning, Seattle, WA
Quote by Linda Casto, Advisory Board, Johns Hopkins University Neuro-Education Initiative, Malibu, CA: “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.”
“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
Johns Hopkins University Neuro-Education Initiative, Malibu, CA
Quote by Andrea Jackson, Fifth-Grade Teacher, Baltimore, MD: “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 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
Baltimore, MD
Quote by Vicky M. Krug, Assistant Professor, Pittsburgh, PA: “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.”
“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
Pittsburgh, PA
Quote by Jenifer Shaud, Founder, Roots and Branches Charter School, Baltimore, MD: “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.”
“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
Roots and Branches Charter School, Baltimore, MD
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