The Brain-Targeted Teaching Model for 21st-Century SchoolsA 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 |
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 |
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