What Principals Need to Know about the Basics of Creating Brain-Compatible Classrooms

by Dr David A Sousa

The goal of this series of books is to help principals focus on the major components of the topics covered. Thus, the title of this book states that it addresses the basics for creating a brain-compatible classroom. The Basics of Creating Brain-Compatible Classrooms provides principals with an overview of educational neuroscience so they can construct meaningful professional development that enhances teachers' knowledge and skills about brain-compatible learning. The Basics of Creating Brain-Compatible Classrooms will bring busy educational leaders up to date on the latest brain research that appears to have implications for both teaching and learning, as well as for leading schools as learning organizations. Indeed, the ideas in this book provide the research support for a variety of initiatives, such as cooperative learning groups, differentiated instruction, integrated thematic units, and the interdisciplinary approach to curriculum. The chapters delve into the major characteristics of brain-compatible curriculum, instruction, assessment, and leadership. Those educators who are familiar with constructivism will recognize many similarities in the ideas presented in this book. Chapter 1 begins with a quick tour of brain structures and reviews some of the recent discoveries about how the brain grows, develops, and processes and organizes information. Chapter 2 addresses whether today's curriculum accounts for students' expectations for school, the rapidly changing environment, and the needs of technologically primed students. Chapter 3 discusses ways to establish a positive classroom and school climate. Chapter 4 suggests ways that teachers can use formative assessments effectively. Chapter 5 debunks some common misconceptions about students with special needs and suggests ways for identifying students with persistent learning difficulties. Chapter 6 examines how the brain influences the decision-making process, and how school leaders can use this information to build more productive and successful problem-solving teams.

Library Binding

First published June 1, 2011