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Making Classrooms Better (50 Practical Applications of Mind, Brain, and Education Science)

Education Library Cubberley. T Unknown. More options. Find it at other libraries via WorldCat Limited preview. Bibliography Includes bibliographical references pages and index. Summary Learning specialist Leslie Hart once wrote that designing educational experiences without knowledge of the brain is like designing a glove without knowledge of the hand. Making Classrooms Better takes this concept a step further, building from general knowledge of brain-based education science and current educational research to offer specific suggestions for how teachers can improve student learning outcomes.

Covering a range of subjects, from creating an optimal classroom climate to maximizing metacognitive skill development, this well-researched, state-of-the-art guide is an essential resource for highly effective practices that teachers, administrators, and curriculum planners can easily use. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.

Not every teaching method touted as "brain-friendly" is supported by research findings—and misconceptions about the brain have the capacity to harm rather than help. In her new book, Tracey Tokuhama-Espinosa untangles scientific fact from pedagogical fiction, debunking dozens of widely held beliefs about the brain that have made their way into the education literature.

Research Base — The Center for Transformative Teaching & Learning

In ten central chapters on topics ranging from brain structure to classroom environments, the text traces the origins of common neuromyths—from categorizing individuals as "right-brained" or "left-brained" to prevailing beliefs about multitasking or the effects of video games—and corrects the record with the most current state of knowledge.

Rather than offering pat strategies, Tokuhama-Espinosa challenges teachers curious about the brain to become learning scientists, and supplies the tools needed to evaluate research and put it to use in the classroom. Carol Garhart Mooney has been an early childhood educator for more than forty years. Account Options Sign in. Top Charts. New Arrivals.

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A practical, classroom-oriented guide to best-practice teaching. Learning specialist Leslie Hart once wrote that designing educational experiences without knowledge of the brain is like designing a glove without knowledge of the hand. Making Classrooms Better takes this concept a step further, building from general knowledge of brain-based education science and current educational research to offer specific suggestions for how teachers can improve student learning outcomes.

Covering a range of subjects, from creating an optimal classroom climate to maximizing metacognitive skill development, this well-researched, state-of-the-art guide is an essential resource for highly effective practices that teachers, administrators, and curriculum planners can easily use. The first half of the book provides a practical overview of teaching from a Mind, Brain, and Education perspective through an understanding of the intersection of the fields of neuroscience, psychology, and pedagogy. Reviews Review Policy. Published on. Flowing text, Original pages. Best For. Web, Tablet, Phone, eReader.

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Why do we teach? Part II 50 best classroom practices using mind, brain and education science principles. Filters: electing the best planning, evaluation, and activities. What has always worked and why: what traditionally happens in great classrooms. What could work in the classroom and why: getting teachers and administrators out of their comfort zones. Loading Excerpt LC Subjects.

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