Learning and Memory: The Brain in Action

Front Cover
ASCD, 1999 - Education - 113 pages
Based on the assumption that the more teachers know about brain science, the better prepared they will be to make instructional decisions, this book presents information on current research regarding learning and memory, and applies the research to situations that educators face daily. Chapter 1 examines the structure of the brain and its development, relates Piaget's theory of cognitive development with stages of myelin release and brain growth, and discusses the role of experience in brain growth. Chapter 2 focuses on brain chemicals, providing information about the formation and action of neurotransmitters, types of neurotransmitters, their relation to behavior, and how to develop classroom environments that positively affect brain chemistry. Chapter 3 discusses the anatomy of the brain, including fetal development and the triune brain model, and describes how information is processed by the brain. Chapter 4 examines memory and storage systems, including short-term and working memory, long-term memory, semantic and episodic memory, procedural and automatic memory, and emotional memory. Chapter 5 presents information on memory retrieval, memories failures, and the influence of memory on everyday decisions. Chapter 6 examines how to enhance semantic memory through instructional strategies such as graphic organizers and summarizing. Chapter 7 suggests ways to enhance episodic, procedural, automatic, and emotional memory. Chapter 8 suggests ways to assess student progress that mirror the instructional strategies used. Chapter 9 presents answers to frequently asked questions about brain development and education. The book concludes with a glossary of terms. Contains 64 references. (KB)

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About the author (1999)

Marilee Sprenger is an adjunct professor at Aurora University, where she teaches graduate courses on brain-based teaching, learning and memory, and differentiation. A creative and compassionate educator, she began her career teaching prekindergarten and kindergarten. She has also taught at the elementary, middle, and high school level. As an independent consultant, her passion is brain-based teaching and best practices using brain research and differentiation. She also consults in the areas of learning styles, using music in the classroom, teaming, multiple intelligences, emotional intelligence, and memory. As an educational consultant with Two Rivers Professional Development Center, she worked for the Illinois Regional Offices of Education in the area of staff development associated with learning standards and testing. She speaks internationally, and her interactive and engaging style allows participants to make connections with their classrooms and their students. She is affiliated with the American Academy of Neurology and is constantly updated on current research. Sprenger is the author of several books, including Memory 101 for Educators and Becoming a Wiz at Brain-Based Teaching, Second Edition, published by Corwin Press. She has contributed to textbooks, and her articles have appeared in publications such as Educational Leadership and the ASCD Brain-based Education/Learning Styles Networker. Her dedication to education has won her many awards, but she cherishes most the wonderful students and teachers whose lives have touched hers.

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