Teaching with the Brain in MindRead the title again, and then consider: What is the point of doing your job any other way? After explaining the basics of research and theory in clear terms, this book offers precise techniques for putting those principles to work in class. The day after you read it, this book will make you more effective at commanding attention, motivating students, and helping them really remember what they learn. Produced by the Association for Supervision and Curriculum Development (ASCD). |
From inside the book
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Page 33
... learners when it's immediate . Occasionally , a stressed or threatened learner will prefer delayed feedback . Greenough says the ideal feedback involves choice ; it can be generated and modified at will . If it's hard to get at , or the ...
... learners when it's immediate . Occasionally , a stressed or threatened learner will prefer delayed feedback . Greenough says the ideal feedback involves choice ; it can be generated and modified at will . If it's hard to get at , or the ...
Page 47
... learner . Teaching " heavy , new " content to novice learners may require processing time of 2-5 minutes every 10-15 minutes . But a review of old - hat material to well - rehearsed learners may require only a minute or so every 20 ...
... learner . Teaching " heavy , new " content to novice learners may require processing time of 2-5 minutes every 10-15 minutes . But a review of old - hat material to well - rehearsed learners may require only a minute or so every 20 ...
Page 62
... learner motivation ? Is there really such a thing as an unmotivated learner ? Why are some learners intrinsically motivated ? And what does brain research tell us about using rewards ? While the previous chapter focused on the role of ...
... learner motivation ? Is there really such a thing as an unmotivated learner ? Why are some learners intrinsically motivated ? And what does brain research tell us about using rewards ? While the previous chapter focused on the role of ...
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activities amygdala Antonio Damasio arts ask students attention axon basal ganglia behavior better biological boost brain cells brain research brain-compatible cerebellum cerebrum chemicals classroom cognitive complex connections cortex critical curriculum dendrites dents dopamine drama emotions enrichment environment example experience feedback feel FIGURE frontal lobes goals Help students hemisphere hippocampus hormones human Hypothalamus important infants input involved kids Kotulak language learned helplessness learners LeDoux levels limbic system linked long-term meaning memory ment mid-brain movement myelination neural neurons neuroscientist neurotransmitter novelty parents parietal parietal lobe pathways patterns percent physical education play problem solving reading recall release relevant response retrieval rewards role says sensory serotonin skills sleep specific strategies stress studies suggests SuperCamp synapses teachers teaching Techpool Studios temporal lobe thalamus there's thinking threat tion trigger University usually visual words