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40 Engaging Brain-Based Tools for the Classroom
Educators looking for proven methods to introduce brain-compatible instruction into K–12 classrooms will find invaluable assistance in this easy-to-read, engaging resource. The author helps teachers understand how the brain, mind, and body function in the learning process, demonstrates methods to reinforce students' memory and concentration, and illustrates ways to enhance learners' outcomes across a broad range of skills.
This flexible guide converts the latest findings on brain research into fun and effective techniques for reducing behavioral distractions in class, improving academic performance, and strengthening teachers' instructional skills. Within a holistic brain-based teaching model, this practical book
• 40 brain-friendly tools for improving learning and test results
• A brain-based review feature that helps readers evaluate and modify the tools to meet students' needs
• Stimulating quotes and motivational proverbs for inspiration
• Stories, songs, poems, and anecdotes woven throughout the text
This guide is ideal for empowering students and helping them take ownership of their learning.
This flexible guide converts the latest findings on brain research into fun and effective techniques for reducing behavioral distractions in class, improving academic performance, and strengthening teachers' instructional skills. Within a holistic brain-based teaching model, this practical book
• 40 brain-friendly tools for improving learning and test results
• A brain-based review feature that helps readers evaluate and modify the tools to meet students' needs
• Stimulating quotes and motivational proverbs for inspiration
• Stories, songs, poems, and anecdotes woven throughout the text
This guide is ideal for empowering students and helping them take ownership of their learning.
144 pages, Paperback
First published October 14, 2008
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Displaying 1 - 2 of 2 reviews
March 19, 2017
Just upon reading through the main attractive chapters (emotional Links, Stress Reduction, Breathing Techniques, Relaxation, cycles of concentration, state-changes) I decided to quit:
* The exposition is poor, it looks more like a book of notes and main points derived from a synoptical analysis
* Provided tools are doubtfully useful for the described purpose
* Cognitive-science facts are not clearly presented and organized
* The exposition is poor, it looks more like a book of notes and main points derived from a synoptical analysis
* Provided tools are doubtfully useful for the described purpose
* Cognitive-science facts are not clearly presented and organized
July 9, 2010
فكرة الكتاب الأساسية تدور حول مفهوم أن الدماغ هو جزء أساسي في عملية التعليم، و لذا يحتاج المدرس/ة العمل على جعل الدماغ عنصرا فعالا و نشطا خلال الدرس و أثناءه. و بناء عليه، قدم العديد من التقنيات التي تساعد المدرس على القيام بذلك في فصول، مبتدئا كل فصل بالخلفية العلمية أو النظرية التي يستند عليها في طرحه.
طرح الكتاب سلس و لا يعتمد على التنظير، إنما يطرح طرق عملية لتطبيق الأفكار/التقنيات التي يطرحها. السلبية التي لمستها هي اعتماد عدد غير يسير من التطبيقات على تدريس الأطفال. إلا أن معظمها قابل للتطبيق مع الكبار أو التطبيق بعد التعديل.
قراءة مفيدة.
---
اقتبست/تعلمت:
> Emotionally link students to you and the class. This can be done through:
- stating your goals, "I will help you with your learning by providing interesting experiences and opprotunities for you to explore. I will never do you thinking for you."
- share information about yourself
****
> Choice:
"With too much choice, learners will return to the safe known path.
Too little, and the passion needed for learning may be stifled."
"Choice needs to be introduced slowly and within a clear framework so that learners are comfortable with the process."
Exs:
-Ask students to complete certain questions and give them the option of choosing one other question from the remaining ones.
-Hw being done either individually or in pairs.
"Use phrases such as these:
• “You may decide to . . . .”
• “Another way of trying this could be . . . .”
• “Some people have found that . . . .”
****
> Stress:
"Anything a learner perceives as stressful is!"
- Try to eliminate stress by starting the class in a friendly manner (ask about their day, greet them, breathing techniques)
****
"The brain receives its messages either through repetition or through dramatic and highly emotional experiences (Kotulak, 1997). This repetitive message is ingrained through two processes. The first is what we are repeatedly told from external sources, and the second is what we tell ourselves through internal processes. This combination of messages is assimilated and becomes our self-talk."
"Johansen and Hay (1996) remind us that the nonconscious does not judge. It cannot tell the difference between true and false. Thus, constant or dramatic messages change our internal memories and therefore our self-belief."
-Only allow positive comments in the class
****
"Review learning after ten minutes, twenty-four hours, and seven days."
****
"1. What do you want?
2. What are you doing to get it?
3. Is it working?
4. What is your plan?"
"It is important that as the teacher you provide the “why,” but follow with a “what” question."
****
> Reflection:
"The reflection process has four main components (Scaddan, 2002):
Restate the learning goal:
• What did we hope to achieve?
• What was the purpose?
Review the process:
• What did we actually do?
• What did we achieve?
• What process and steps did we follow?
Provide feedback about what we learned:
• What did I learn?
• What new skills have I developed?
Reflect on what has transferred:
• Where does this sit in my portfolio of life skills?
• How has my thinking or attitudes changed?
• How can I use it in real life?"
طرح الكتاب سلس و لا يعتمد على التنظير، إنما يطرح طرق عملية لتطبيق الأفكار/التقنيات التي يطرحها. السلبية التي لمستها هي اعتماد عدد غير يسير من التطبيقات على تدريس الأطفال. إلا أن معظمها قابل للتطبيق مع الكبار أو التطبيق بعد التعديل.
قراءة مفيدة.
---
اقتبست/تعلمت:
> Emotionally link students to you and the class. This can be done through:
- stating your goals, "I will help you with your learning by providing interesting experiences and opprotunities for you to explore. I will never do you thinking for you."
- share information about yourself
****
> Choice:
"With too much choice, learners will return to the safe known path.
Too little, and the passion needed for learning may be stifled."
"Choice needs to be introduced slowly and within a clear framework so that learners are comfortable with the process."
Exs:
-Ask students to complete certain questions and give them the option of choosing one other question from the remaining ones.
-Hw being done either individually or in pairs.
"Use phrases such as these:
• “You may decide to . . . .”
• “Another way of trying this could be . . . .”
• “Some people have found that . . . .”
****
> Stress:
"Anything a learner perceives as stressful is!"
- Try to eliminate stress by starting the class in a friendly manner (ask about their day, greet them, breathing techniques)
****
"The brain receives its messages either through repetition or through dramatic and highly emotional experiences (Kotulak, 1997). This repetitive message is ingrained through two processes. The first is what we are repeatedly told from external sources, and the second is what we tell ourselves through internal processes. This combination of messages is assimilated and becomes our self-talk."
"Johansen and Hay (1996) remind us that the nonconscious does not judge. It cannot tell the difference between true and false. Thus, constant or dramatic messages change our internal memories and therefore our self-belief."
-Only allow positive comments in the class
****
"Review learning after ten minutes, twenty-four hours, and seven days."
****
"1. What do you want?
2. What are you doing to get it?
3. Is it working?
4. What is your plan?"
"It is important that as the teacher you provide the “why,” but follow with a “what” question."
****
> Reflection:
"The reflection process has four main components (Scaddan, 2002):
Restate the learning goal:
• What did we hope to achieve?
• What was the purpose?
Review the process:
• What did we actually do?
• What did we achieve?
• What process and steps did we follow?
Provide feedback about what we learned:
• What did I learn?
• What new skills have I developed?
Reflect on what has transferred:
• Where does this sit in my portfolio of life skills?
• How has my thinking or attitudes changed?
• How can I use it in real life?"
Displaying 1 - 2 of 2 reviews