Igniting student potential teaching with the brain's natural learning process /
From the Publisher: Kindle students' excitement for learning with transformative, field-tested strategies and lessons! Students are natural thinkers and pattern-seekers who are born to learn. Tapping into their innate abilities is the key to engaging students in their own learning. This inno...
| Main Author: | Gunn, Angus M. 1920- |
|---|---|
| Other Authors: | Richburg, Robert W., Smilkstein, Rita. |
| Format: | Book |
| Language: | English |
| Published: |
Thousand Oaks, CA :
Corwin Press,
[2007]
|
| Physical Description: |
xi, 218 pages : illustrations ; 26 cm. |
| Subjects: |
Table of Contents:
- Acknowledgments
- About the authors
- Part 1: Research And Theory
- 1: Why this book? why now?
- Moral of the Maginot line
- Are our educational "guns" facing the wrong direction?
- Bloated curriculum
- Testing obsession
- Cultivating the latent ability of every student
- Life-altering teachers
- Classroom as a community
- Understanding is a key to hope
- Playful classroom
- Notes
- 2: How learning happens: the natural human learning process
- Students are natural learners
- Trying to find the way
- Research on the natural human learning process (NHLP)
- Using the missing link in math education
- If all students learn the same way, why are students' fates different?
- Person's fate: nature or nurture?
- Helping students see their potential: students' self-understanding
- Benefits of the NHLP research and metacognitive knowledge
- All students have an innate potential and motivation to learn
- NHLP pedagogy
- Notes
- References
- 3: How the brain learns: student empowerment and potential
- Seven magic words
- Metacognition: basic facts about how the brain learns that everyone should know
- Motivation
- Creativity
- Emotions and the brain: fight or flight
- Constructivism
- Reasons students are not motivated in school
- Plasticity (neuroplasticity)
- No-fail first-stage learning tasks
- Examples of no-fail first-stage learning tasks
- Things that can make it go wrong
- Feeding the brain
- Opportunities to fulfill their potential
- Notes
- References
- Part 2: Classroom Applications
- 4: How tall am I? real-world math for early learners
- Transition from home to school
- Math friendly environment
- Math content for early grades
- Multiple intelligences and student potential
- Exploring outside the classroom
- Evaluation
- References
- 5: Can you build an igloo? understanding the past with elementary learners
- Discovering the past
- Beginning the unit
- Examining a distant place
- Inuit society today
- References
- 6: Where would you locate your castle? developing potential in early adolescent learners
- What are the relatively normal physical changes that occur with the beginning of puberty?
- How then would we teach?
- Justin's teacher
- Building relationships: the key to early adolescents
- Enriched environments
- Boredom reduces the adolescent brain
- Importance of play
- Opposite of play is stress
- Active learning and problem solving
- Connected learning
- Social learning
- Importance of emotion
- Where would you put your castle? a potential igniting teaching unit
- Acronym to help us remember these strategies
- Early adolescent needs a uniquely skilled, compassionate teacher
- Notes
- 7: What keeps satellites above earth? scientific investigations for teenage learners
- Teenage intellectual abilities
- Learning to use scientific methods
- Coral atolls
- Pendulum clocks
- Gravity
- Satellites
- Relativity
- References
- Part 3: Teacher Skills
- 8: Learning communities: falling empire and rising democracy
- Learning communities
- Models of learning communities
- Ask them method for assessment and engaged learning
- Igniting student potential
- Notes
- References
- 9: Assessment strategies that promote learning and ignite student potential
- Instructional sequence: Case 1
- Instructional sequence: Case 2
- What are the differences between Juan's and Mary's approaches to assessment?
- Informal feedback
- Making certain we are measuring what our students are learning
- Test considerations vs projects
- Notes
- Appendix A: Interest inventory
- Appendix B: Eporue
- Appendix C: Juan's classroom
- Appendix D: Using Juan's interest inventory to show group attitude change
- 10: Developing teachers who inspire their students
- What is different about instruction that allows the brain to learn in its most natural way?
- Why does this approach work?
- How do teacher skills differ in problem-solving instruction?
- Model preservice teacher training program: training teachers to teach with the brain's natural way of learning
- Candidate selection process
- Program structure
- Teacher education classroom as a laboratory
- More effective approach to the preservice education of teachers
- On-going professional development of teachers
- If the resources were available, what would a model professional development program look like?
- Lesson study: another professional development strategy
- Educare
- Conclusion
- Notes
- Index.