The Brain-Targeted Teaching Model for 21st-Century Schools

Mariale M. Hardiman

Foreword by Martha Bridge Denckla

Courses:
Instructional Design | Introduction to Educational Psychology

February 2012 | 256 pages | Corwin

A powerful guide for applying brain research for more effective instruction

The Brain-Targeted Teaching Model for 21st-Century Schools serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply relevant research from educational and cognitive neuroscience to classroom settings through a pedagogical framework. The model’s six components are:

(1) Establish the emotional connection to learning
(2) Develop the physical learning environment
(3) Design the learning experience
(4) Teach for the mastery of content, skills, and concepts
(5) Teach for the extension and application of knowledge
(6) Evaluate learning

Mariale Hardiman presents this model with the educator in mind and offers practical steps for using it to inform instruction and teach 21st-century skills. Her valuable road map will help you achieve improved outcomes for your students and better collaborative professional practices in your school.

Check out the free study guide at http://braintargetedteaching.org/!

Available Formats

ISBN: 9781412991988	Paperback	Suggested Retail Price: $41.95	Bookstore Price: $33.56
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List of Expert Teachers by Chapter

Foreword

Preface

Acknowledgments

About the Author

Introduction: The Emerging Field of Neuroeducation and 21st Century Schools

1. Information from the Neuro- and Cognitive Sciences that Educators Should Know—Separating Neuromyth from Neuroscience

2. Brain Structure and Function

Brain Facts

Brain Cells: Neurons and Glial Cells

Cerebral Organization

Hemispheric Difference

From Research to Practice

3. The Brain-Targeted Teaching Model for 21st Century Schools

Overview of the Brain-Targeted Teaching Model

Brain Target One: Establishing the Emotional Climate for Learning

Brain Target Two: Creating the Physical Learning Environment

Brain Target Three: Designing the Learning Experience

Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts

Brain Target Five: Teaching for the Extension and Application of Knowledge—Creativity and Innovation in Education

Brain Target Six: Evaluating Learning

Brain-Targeted Teaching: Research to Practice

4. Brain-Target One: Establishing the Emotional Climate for Learning

Neural Systems Underlying Emotion

How We Perceive Fear and Threat

Effects of Stress on Learning

Stress and School Environments

The Impact of Positive Emotions

Emotions and the Adolescent

Implementing Brain Target One: Establishing the Emotional Climate for Learning

Strategies for Promoting a Positive Learning Environment

Emotional Connection to Learning Goals and Objectives

What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?

5. Brain-Target Two: Creating the Physical Learning Environment

Attention and Novelty

Lighting in the Classroom

Sound in the Learning Environment

Scent in the Classroom

The Effects of Movement on Attention

Order and Beauty in the Classroom

What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?

6. Brain-Target Three: Designing the Learning Experience

Cognitive Development and Big Picture Thinking

Instructional Decision-Making: Content Choices for Learning Goals and Objectives

Learning Activities

Evaluating Learning

Use of Graphic Organizers in the Brain-Targeted Teaching Model

What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?

7. Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts

Learning and Memory

Types of Memory Processes

Neurobiology of Learning and Memory

Arts Integration for Mastery of Content, Skills, and Concepts

Repeated Rehearsal

Elaboration

Generation

Enactment

Production

Effort After Meaning

Pictorial Representation

Emotion and Memory

Mnemonics

Desirable Difficulties

Chunking

Interleaving

Brain-Targeted Teaching Learning Units

What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?

8. Brain Target Five: Teaching for the Extension and Application of Knowledge—Creativity and Innovation in Education

Twenty-First Century Skills

Creativity and Innovation in the Classroom

What Do the Brain Sciences Tell Us About Higher-Order Thinking and Creativity?

Content versus Process in the 21st Century Skills Movement

What Does This Mean for Teachers?

Brain Target Five Activities

Brain Target Five Summary

What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?

9. Brain-Target Six: Evaluating Learning

Research to Practice: Evaluation to Enhance Learning

Frequent and Timely Feedback

Active Retrieval of Information

Spacing Effects

Multiple Kinds of Assessments

Portfolio Assessments

Student Journals

Performance Assessments

What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?

10. Implementing Brain-Targeted Teaching in a School and Classroom

Brain-Targeted Teaching in the School: Getting Started

Instructional Leadership and Support

What Does a School Implementing Brain-Targeted Teaching Look Like?

Brain Target One: Emotional Climate for Learning

Brain Target Two: Physical Environment

Brain Target Three: Learning Design

Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts

Brain Target Five: Teaching for the Extension and Application of Knowledge: Creativity and Innovation in Education

Brain Target Six: Evaluating Learning

Brain-Targeted Teaching in Teacher Preparation Programs: A Story from a Teacher Educator

APPENDIX I

Alignment of Brain-Targeted Teaching with Cognitive Taxonomies, Teaching Standards and Frameworks

Cognitive Taxonomies

Brain-Targeted Teaching Alignment

Teaching Standards and Teaching and Learning Frameworks

APPENDIX II

Brain-Targeted Teaching Implementation Checklist

Index

“Dr. Hardiman provides clear explanations of what is currently known about the functions of the human brain, along with practical examples of ways to apply these understandings in the classroom. With this book she offers a significant contribution to the field of education.”

Dee Dickinson, Founder

New Horizons for Learning, Seattle, WA

“Dr. Hardiman's Brain-Targeted Teaching Model is one of the most powerful and research-based methods of achieving greater learning retention—its focus on the arts and creative problem-solving moves teaching from traditional 'drill and kill' methods to one that engages students for the demands of 21st century teaching and learning.”

Linda Casto, Advisory Board

Johns Hopkins University Neuro-Education Initiative, Malibu, CA

“The Brain-Targeted teaching model has informed my teaching in so many ways. I love the model’s infusion of the arts as the arts lend themselves to creative expression for all children. There is no question that the Brain-Targeted Teaching Model enhanced the quality of my teaching."

Andrea Jackson, Fifth-Grade Teacher

Baltimore, MD

“The Brain Targeted Teaching model provides a framework for teaching that makes sense not only in K-12 but also in higher education settings. I hope to continue spreading the word that higher education coursework can be significantly enhanced by using the tenets of Brain-Targeted Teaching.”

Vicky M. Krug, Assistant Professor

Pittsburgh, PA

“Brain Targeted Teaching provides teachers with the structure to plan thoughtful, intentional, arts-integrated units. The clear explanation of neuro and cognitive research allows teachers to develop a connection between the research and best practices. Our school is very excited about using this book as our means of instructional practice.”

Jenifer Shaud, Founder

Roots and Branches Charter School, Baltimore, MD

Book fits in with most parts of the course that I teach. I may use it for a second course that I am developing, which will starting fall 2013

Professor William Stone

EDLS, City College of New York

February 27, 2013

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Key features

Educational practitioners will find that the work is easily tailored to any grade level or content area in K-12 education. The book will globally introduce the Brain-Targeted Teaching Model then focus on each of the targets. In addition to research, the content of each target will include (a) descriptions of best practices that can be used across grade/age levels, (b) examples of two learning units that will thread through the book, (c) "Voices of the expert" sections which include quotes from teachers in the form of "teacher talk", (d) pictures of the use of the target within the classroom, and (e) work samples from real lessons.

In addition to textual discussions of research for each brain target, the work will include a section on "teacher tips" from those who are using the model, activities, sample lessons, sample teaching tools, pictures of classroom instruction, and students' products.