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

Foreword by Martha Bridge Denckla



© 2012 | 256 pages | Corwin

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/!

 
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

"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

"Teachers will find the content valuable and can implement the Brain-Targeting Teaching concept very easily."

Steve Hutton, School Improvement Specialist
Villa Hills, KY

"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

"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

"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
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.


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ISBN: 9781412991988

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