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

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Corwin Press, Feb 15, 2012 - Education - 223 pages
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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 educational and cognitive neuroscience principles into 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

 

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Contents

THE EMERGING FIELD OF NEUROEDUCATION AND 21STCENTURY SCHOOLS
1
INFORMATION FROM THE NEURO AND COGNITIVE SCIENCES THAT EDUCATORS SHOULD KNOW SEPARATING NEUROMYTH FRO...
5
Neuromyth in Education
6
Listening to Mozart Will Make Your Baby Smarter
7
After Critical Periods of Development Learning Shuts Down
8
We Only Use 10 of Our Brain
9
Teachers Should Assess and Teach to Each Childs Learning Style
10
We Are Born With All the Brain Cells We Will Ever Have
11
Repeated Rehearsal
105
Elaboration
106
Generation
107
Enactment
108
Production
110
Effort After Meaning
111
Pictorial Representation
112
Emotion and Memory
114

Emotion and Stress
12
Executive Function
13
Adolescents Sleep and Learning
14
Creativity
15
BRAIN STRUCTURE AND FUNCTION
17
Neurons and Glial Cells
18
Cerebral Organization
20
Hemispheric Differences
23
From Research to Practice
24
THE BRAINTARGETED TEACHING MODEL FOR 21STCENTURY SCHOOLS
25
Overview of the BrainTargeted Teaching Model
27
Teaching for Mastery of Content Skills and Concepts
28
Evaluating Learning
29
BRAINTARGET ONE ESTABLISHING THE EMOTIONAL CLIMATE FOR LEARNING
33
Neural Systems Underlying Emotion
35
Effects of Stress on Learning
37
Stress and School Environments
38
The Impact of Positive Emotions
39
Emotions and the Adolescent
40
Establishing the Emotional Climate for Learning
41
Emotional Connection to Learning Goals and Objectives
52
What Does a BrainTargeted Teaching Unit Look Like in the Classroom?
53
BRAINTARGET TWO CREATING THE PHYSICAL LEARNING ENVIRONMENT
59
Attention and Novelty
60
The Effects of Environmental Features on Attention and Learning
63
Sound in the Learning Environment
64
Scent in the Classroom
67
The Effects of Movement on Attention
69
What Does a BrainTargeted Teaching Unit Look Like in the Classroom?
71
BRAINTARGET THREE DESIGNING THE LEARNING EXPERIENCE
79
Cognitive Development and BigPicture Thinking
81
Planning a BrainTargeted Teaching Learning Unit
82
Content Choices for Learning Goals and Objectives
84
Evaluating Learning
86
What Does a BrainTargeted Teaching Unit Look Like in the Classroom?
91
BRAINTARGET FOUR TEACHING FOR MASTERY OF CONTENT SKILLS AND CONCEPTS
95
Learning and Memory
96
Types of Memory Processes
97
Neurobiology of Learning and Memory
102
Arts Integration for Mastery of Content Skills and Concepts
103
Pedagogical Strategies for Forming Strong Memories
115
Desirable Difficulties
116
Chunking
117
Interleaving
118
BrainTargeted Teaching Learning Units
119
BRAINTARGET FIVE TEACHING FOR THE EXTENSION AND APPLICATION OF KNOWLEDGECREATIVITY AND INNOVATION IN EDU...
125
TwentyFirst Century Skills
127
Creativity and Innovation in the Classroom
128
What Do the Brain Sciences Tell Us About HigherOrder Thinking and Creativity?
131
Content Versus Process in the 21stCentury Skills Movement
135
What Does This Mean for Teachers?
137
BrainTarget Five Activities
139
BrainTarget Five Summary
140
What Does a BrainTargeted Teaching Unit Look Like in the Classroom?
141
BRAINTARGET SIX EVALUATING LEARNING
145
Evaluation to Enhance Learning
146
Active Retrieval of Information
149
Spacing Effects
151
Multiple Kinds of Assessments
153
Portfolio Assessments
154
Student Journals
155
Performance Assessments
156
What Does a BrainTargeted Teaching Unit Look Like in the Classroom?
161
IMPLEMENTING BRAINTARGETED TEACHING IN A SCHOOL AND CLASSROOM
169
Getting Started
170
Instructional Leadership and Support
171
Rate Your Brain Targets
174
What Does a School Implementing BrainTargeted Teaching Look Like?
175
BrainTarget ThreeLearning Design
176
Creativity and Innovation in Education
177
ALIGNMENT OF BRAINTARGETED TEACHING WITH COGNITIVE TAXONOMIES TEACHING STANDARDS AND LEARNING FRAMEWO...
181
Blooms Taxonomy
182
Depth of Knowledge
183
Interstate Teacher Assessment and Support Consortium InTASC Standards
184
Universal Design for Learning UDL
185
BRAINTARGETED TEACHING IMPLEMENTATION CHECKLIST
189
REFERENCES
197
INDEX
213
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About the author (2012)

Mariale M. Hardiman, serves as the Assistant Dean of Urban School Partnerships and Chair of the Depatment of Interdisciplinary Studies at the Johns Hopkins University School of Education. She is the co-founder and leads the Neuro-Education Initiative in partnership with the Brain Science Institute and other units within Johns Hopkins. Dr. Hardiman's publications focus on the intersection of reserach from the neuro- and cognitive sciences and education, bringing to educators relevant research from the brain sciences to inform teaching and learning. She served for more than 30 years in the Baltimore City Public School system as a principal, assistant principal, staff developer, and teacher. Dr. Hardiman earned her undergraduate and graduate degrees from Loyola University Maryland and her doctorate from the Johns Hopkins University.

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