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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



February 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

"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

"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

"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

“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

“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
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.

For instructors

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