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). |
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Page 95
... Patterns In his book Pattern Thinking , Andrew Coward ( 1990 ) says the brain forms quick hierarchies to extract or create patterns . The patterns give con- text to information that otherwise would be dis- missed as meaningless . This ...
... Patterns In his book Pattern Thinking , Andrew Coward ( 1990 ) says the brain forms quick hierarchies to extract or create patterns . The patterns give con- text to information that otherwise would be dis- missed as meaningless . This ...
Page 96
... patterns from the right side of the brain . And clearly , a historian would more likely see a cen- turies - old pattern in human behavior than a 4th grader . As a result , teachers can see the themes , connections , and relevancies that ...
... patterns from the right side of the brain . And clearly , a historian would more likely see a cen- turies - old pattern in human behavior than a 4th grader . As a result , teachers can see the themes , connections , and relevancies that ...
Page 131
... patterns , 24 Olfactory memory , 107 Opiates , as internal rewards , 65 Oxygen , and brain functioning , 10 Oxytocin , definition of , 117 Paradigm shift , in education , 1-2 Parietal lobe , 8-9 , 9f and attentional shifts , 43 ...
... patterns , 24 Olfactory memory , 107 Opiates , as internal rewards , 65 Oxygen , and brain functioning , 10 Oxytocin , definition of , 117 Paradigm shift , in education , 1-2 Parietal lobe , 8-9 , 9f and attentional shifts , 43 ...
Contents
Motivation and Rewards | 62 |
The New Winds of Change 1 tell us about rewards? How can we boost intrinsic | 71 |
The Learning Brain 7 process Why use the more emotionally laced learning? | 82 |
Copyright | |
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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 chemicals classroom cognitive complex connections cortex critical curriculum dendrites dents dopamine effects emotional intelligence emotions enrichment environment example experience feedback feel FIGURE frontal lobes goals Help students hemisphere hippocampus hormones Hypothalamus important infants input kids Kotulak language learned helplessness learners LeDoux levels limbic system linked long-term meaning memory ment mid-brain movement myelination neural neurons Neuroscience 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