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
... role of threat , sleep , and nutrition . How we can influence parents . The mind - body link . What does research say about the links between movement and cognition ? Physical states ; how does our body actually learn ? The specific roles ...
... role of threat , sleep , and nutrition . How we can influence parents . The mind - body link . What does research say about the links between movement and cognition ? Physical states ; how does our body actually learn ? The specific roles ...
Page 60
... Role model appropriate emotional intelli- gence . Discuss and use conflict resolution strate- gies . Follow through and enforce classroom rules . Never tolerate students threatening or hurting one another . Talk about what language is ...
... Role model appropriate emotional intelli- gence . Discuss and use conflict resolution strate- gies . Follow through and enforce classroom rules . Never tolerate students threatening or hurting one another . Talk about what language is ...
Page 88
... Role Plays Get your class used to daily or at least weekly role plays . Have students do charades to review main ideas . Students can organize extemporaneous pan- tomime to dramatize a key point . Do one - minute commercials adapted ...
... Role Plays Get your class used to daily or at least weekly role plays . Have students do charades to review main ideas . Students can organize extemporaneous pan- tomime to dramatize a key point . Do one - minute commercials adapted ...
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