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Unleashing the Potential of the Teenage Brain

Ten Powerful Ideas

By: Barry Corbin, Corwin Press, Inc.

Create brain-friendly learning environments that meet the needs of growing, changing adolescents!

This resource helps teachers create the ideal classroom environment based on the latest neuroscientific research on teenagers and the implications for their social, emotional, and intellectual development. The author presents ten powerful ideas that integrate new and existing theories to help teachers create more effective brain-compatible classrooms. Each idea includes:

Case studies and examples of strategies that illustrate how to translate theory into workable classroom practice
Descriptions of the changing roles and expectations for both teachers and students in the brain-compatible classroom
Specific guidelines for establishing an optimal learning environment

Full description

Product Details

Grade Level: PreK-12
ISBN: 9781412942492
Published By: Corwin
Year: 2007
Page Count: 168
Publication date: September 10, 2007

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Description

"The information is practical, and the examples make the material very easy to apply. The tone of the book is perfect for educators of middle and high school students—there's just the right amount of humor about the idiosyncrasies of this age group, as well as an appreciation for the rewards of teaching and working with adolescents."
—Kathy Tritz-Rhodes, Teacher
Marcus-Meriden-Cleghorn Schools, Marcus, IA

"A thought-provoking resource firmly grounded in research and best practice, this handbook of exemplary ideas for teaching the teenage brain is organized in a brain-compatible format and includes a wealth of instructional strategies, from engaging activators to rich opportunities for reflection. A must-read for all educators, and an excellent resource for faculty study groups and book clubs."
—Susan LeBel, Programs Coordinator
Annapolis Valley Regional School Board, Nova Scotia, Canada

Create brain-friendly learning environments that meet the needs of growing, changing adolescents!

This resource helps teachers create the ideal classroom environment based on the latest neuroscientific research on teenagers and the implications for their social, emotional, and intellectual development. The author presents ten powerful ideas that integrate new and existing theories to help teachers create effective brain-compatible classrooms. Each idea includes:

Case studies and examples of strategies that illustrate how to translate theory into workable classroom practice
Descriptions of the changing roles and expectations for both teachers and students in the brain-compatible classroom
Specific guidelines for establishing an optimal learning environment

When you combine an understanding of how the brain learns with proven brain-friendly techniques, teaching and learning will be more effective and fun for both teachers and students!

Key features

Offers the latest in neuroscientific research about the teenage brain and explores what it means for the socio-emotional and intellectual development of teenagers.

Includes case studies and numerous examples of teaching strategies and activities designed to show teachers how to translate the theory of the ten ideas into workable classroom practice

Provides concise descriptions of the changing and differing roles and expectations for both teachers and students in the brain-compatible classroom

Provides extensive explanations of the kind of learning environment we need to establish and how teachers ought to go about establishing this desired learning environment.

An ideal resource for teachers, teacher educators, and parents of teachers.

Author(s)

Barry Corbin

Barry Corbin, M.Ed., is an educational consultant and part-time lecturer in the School of Education, Acadia University, Nova Scotia, Canada. He is recently retired from the Annapolis Valley Regional School Board, where he served for over 30 years as teacher, school administrator, curriculum and program consultant and staff developer. Barry has also served as consultant and advisor to several Department of Education initiatives for the province of Nova Scotia, Canada. In his last role with the AVRSB, he served as Youth Pathways and Transitions consultant where he was responsible for researching and developing alternate educational programs and pathways for under-achieving high school students. As an independent consultant, he frequently presents at professional development workshops and in-services on such topics as brain-compatible teaching and learning, multiple intelligences and learning styles, differentiated instruction, authentic assessment as well as collaborative/cooperative teaching strategies. His workshops are enthusiastically endorsed by those in attendance because he engages his audiences with many of the interactive strategies he advocates in his writing.

Barry holds a Bachelor of Science degree (geology) from Acadia University, a Bachelor of Education from the same institution and a Master of Education in Curriculum Development from St. Mary’s University in Halifax, Nova Scotia. He is the co-author of two high school social studies texts used in Atlantic Canada.

Corwin Press, Inc.

Table of Contents

Acknowledgments

About the Author

Part I. Discovering the Teenage Brain

1. Introduction: The Creatures in the Classroom! Those Exasperating and Unfathomable Teenagers

How Do We Reach and Teach Those Unpredictable Teenage Brains?

Wanted: A New Approach to Teaching Teenagers!

Why Educators Need to Learn About the Teenage Brain

Brain-Compatible Teaching and the New Science of Learning

The Emergence of a New Pedagogical Model

2. Adolescence and the Teenage Brain--What Is Different and How Do We Know?

Adolescence--Just the Quick Facts!

The Teenage Brain--What We Had Believed

How Neuroscience and Medical Technology Are Changing Our Ideas About the Teenage Brain

The Future of Brain Imaging

3. Big Changes in the Teenage Brain: What We Have Learned and Are Learning

The Teenage Brain--A Work in Progress

From Back to Front: Brain Growth, Neuron Proliferation and Pruning, Myelin Development

What It All Means (We Think!)

Looking Back at Part I : Reflection and Review

Part II. Ten Powerful Ideas About the Brain and Learning and What It Means for Teaching the Teenage Brain

4. Powerful Idea #1: Constructing New Knowledge

What Powerful Idea #1 Means for Teachers: Helping Teenagers Construct Personal Meaning

How It Might Look--A Case Study: "Saving the Old Victoria Street School"

Constructivist Teaching Strategies

5. Powerful Idea #2: Different Ways of Learning

Being Smart-- Human Intelligence

Preferred Ways of Learning--Our Learning Styles

What Powerful Idea #2 Means for Teachers: Teaching to Each Unique Brain

Unleashing the Potential of the Teenage Brain: Six Things You Ought to Do

How It Might Look--A Case Study: "Ms. Taylor's Meteorology Unit"

6. Powerful Idea #3: Making Meaning, Connections, and Patterns

What Powerful Idea #3 Means for Teachers: Developing Pattern Making and Detecting Abilities

Some Strategies for You to Consider

How It Might Look--A Case Study: "Mrs. Parasiuk's Poetry Class"

7. Powerful Idea #4: Whole-Brain Learning

Left, Right, or Both Brains?

What Powerful Idea #4 Means for Teachers: Effective Ways to Make Your Classroom Teaching Whole Brain

How It Might Look--A Case Study: "Whole-Brain Assessment in Mr. Amos' Horticulture Class"

8. Powerful Idea #5: Multiple Memory Pathways

Different Kinds of Memory--Declarative Versus Procedural

Learning and Memory

What Powerful Idea #5 Means for Teachers: Using Multiple Memory Pathways

How It Might Look--A Case Study: "Mrs. Singh's Musical Science"

9. Powerful Idea #6: Physical Activity and Movement

Exercise For the Brain

What Powerful Idea #6 Means for Teachers: Utilizing Physical Activity to Enhance Learning

How It Might Look--A Case Study: "Kinesthetic Learning in High School Biology"

10. Powerful Idea #7: Memory, Learning, and Emotion

Too Much or Too Little?

The Impact of High Stress and Threat

Brain Attention and Focus

Motivation and Engagement

What Powerful Idea #7 Means for Teachers: Managing the Emotional Environment of the Classroom

How It Might Look--A Case Study: "The Affirmative Mr. Hawkes"

11. Powerful Idea #8: Reflection and Self-Assessment

Knowing Oneself

Reflection

Metacognition

What Powerful Idea #8 Means for Teachers: Developing Reflective Learners

How It Might Look--A Case Study: "Feedback and Reflection in the Visual Arts Class"

12. Powerful Idea #9: Social Interaction and Learning

What Powerful Idea #9 Means for Teachers: Providing for Social Interaction and Collaboration

How It Might Look--A Case Study: "A Jigsaw Activity in High School Political History"

13. Powerful Idea #10: Time and Timing

When Is the Best Time?

An Optimal Time to Learn

An Optimal Time Pattern for Learning

The Optimal Times During the Learning Episode

The Optimal Times During the Day

What Powerful Idea #10 Means for Teachers: Taking Advantage of Time and Timing

How It Might Look--A Case Study: "Mrs. Gregory's Lesson Planning"

Looking Back at Part II - Reflection and Review

Part III. The Classroom Environment and What Teachers and Students Should Be Doing

14. The Learning Environment

The Physical Environment

The Socioemotional Environment

The Intellectual Environment

15. The Brain-Compatible Teacher: Changing and Evolving Roles

A Complex and Challenging Profession!

The Teacher as Facilitator, Orchestrator, and Conductor

The Teacher as Coach and Model

The Teacher as Continuous Learner

The Teacher as Monitor, Assessor, and Evaluator

The Teacher as a Resource

16. Teenage Students: Higher Expectations and New Roles

What We Want and Need From Our Teenage Students

Looking Back at Part III - Reflection and Review

Part IV. Now What? So What?-- Reflecting Upon What We Have Learned

17. What Does It All Mean?

A Quick Review: The Important Things We Have Learned

What Do We Need to Do to Help Teenagers Reach Their Potential?

Some Final Thoughts: Opening Doorways to Possibilities

Wanted: An Epidemic for an Idea

Glossary

Suggested Readings

Bibliography

Index

Reviews

"For people not familiar with current brain research, this book will be quite useful."

David Brock, AP Biology Instructor
Roland Park Country School, Baltimore, MD

“The information is practical, and the examples make the material very easy to apply. The tone of the book is perfect for educators of middle and high school students—there’s just the right amount of humor about the idiosyncrasies of this age group, as well as an appreciation for the rewards of teaching and working with adolescents.”

Kathy Tritz-Rhodes, Teacher
Marcus-Meriden-Cleghorn Schools, IA

"Provides an excellent overview of the current research and knowledge on brain functioning."

Mary Little, Associate Professor
University of Central Florida

"A thought-provoking resource firmly grounded in research and best practice, this handbook of exemplary ideas for teaching the teenage brain is organized in a brain-friendly format and includes a wealth of brain-friendly instructional strategies, from engaging activators to rich opportunities for reflection. A must-read for all educators and an excellent resource for faculty study groups and book clubs."

Susan LeBel, Programs Coordinator
Annapolis Valley Regional School Board, Nova Scotia, Canada

"Any teaching library needs this."

California Bookwatch, January 2008
Midwest Book Review

Other Titles in: Brain-Friendly Teaching & Learning | Middle School Teaching Methods | High School Teaching Methods

Select Format:

Review Copies

This book is not available as a review copy.