Neuroteach: Brain Science and the Future of Education

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Rowman & Littlefield, Jun 20, 2016 - Education - 236 pages
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Teachers are brain changers. Thus it would seem obvious that an understanding of the brain – the organ of learning – would be critical to a teacher’s readiness to work with students. Unfortunately, in traditional public, public-charter, private, parochial, and home schools across the country, most teachers lack an understanding of how the brain receives, filters, consolidates, and applies learning for both the short and long term. Neuroteach was therefore written to help solve the problem teachers and school leaders have in knowing how to bring the growing body of educational neuroscience research into the design of their schools, classrooms, and work with each individual student. It is our hope, that Neuroteach will help ensure that one day, every student –regardless of zip code or school type—will learn and develop with the guidance of a teacher who knows the research behind how his or her brain works and learns.
 

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Contents

INTRODUCTION
1
CHAPTER 1 EDUCATIONAL NEUROSCIENCE FOR ALL
10
CHAPTER 2 A FORMATIVE ASSESSMENT
20
CHAPTER 3 THE TOP TWELVE RESEARCHINFORMED STRATEGIES EVERY TEACHER SHOULD BE DOING WITH EVERY STUDENT
25
CHAPTER 4 HOW MUCH DO WE NEED TO KNOW ABOUT THE BRAIN?
32
CHAPTER 5 A MINDSET FOR THE FUTURE OF TEACHING AND LEARNING
41
CHAPTER 6 MY BEST RESEARCHINFORMED CLASS EVER
58
CHAPTER 7 I LOVE YOUR AMYGDALA
66
CHAPTER 11 TECHNOLOGY AND A STUDENTS SECOND BRAIN
131
CHAPTER 12 TEACHERS ARE RESEARCHERS
149
CHAPTER 13 FROM RESEARCH TO PRACTICE
174
CONCLUSION The 10 Percent Challenge
197
APPENDIX I Readings Research and Resources
201
APPENDIX II SelfReflection Tool
205
INDEX
217
ABOUT THE AUTHORS
223

CHAPTER 8 MEMORY + ATTENTION + ENGAGEMENT LEARNING
80
CHAPTER 9 ASSESSMENT 360
97
CHAPTER 10 HOMEWORK SLEEP AND THE LEARNING BRAIN
114
JOIN THE NEUROTEACH NETWORK
225
Copyright

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About the author (2016)

Glenn Whitman directs the Center for Transformative Teaching and Learning at St. Andrew's Episcopal School where he also serves as the Dean of Studies for grades Preschool through 12th grade and teaches history. Glenn is a former Martin Institute for Teaching Excellence Fellow and author of Dialogue with the Past: Engaging Students and Meeting Standards through Oral History as well as co-editor of Think Differently and Deeply, the national publication of the CTTL. Glenn has also written numerous articles on translating MBE research into classroom practice such as, “Assessment and the Learning Brain” that can be found in Independent School magazine. He is also a blogger for Edutopia. Glenn earned his MALS from Dartmouth College and a BA from Dickinson College.

Dr. Ian Kelleher earned his bachelor of science degree in geochemistry from the University of Manchester and his PhD from the University of Cambridge, Churchill College. He is the head of Research for Center for Transformative Teaching and Learning, where he focuses on the development of projects measuring the effectiveness of research-informed strategies used by St. Andrew’s teachers and students.

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