Unleashing the Potential of the Teenage Brain

Informationen zum Autor Barry Corbin, M.Ed., is an educational consultant and part-time lecturer in the School of Education, Acadia University, Nova Scotia, Canada. He is recently retired from the Annapolis Valley Regional School Board, where he served for over 30 years as teacher, school administrator, curriculum and program consultant and staff developer. Barry has also served as consultant and advisor to several Department of Education initiatives for the province of Nova Scotia, Canada. In his last role with the AVRSB, he served as Youth Pathways and Transitions consultant where he was responsible for researching and developing alternate educational programs and pathways for under-achieving high school students. As an independent consultant, he frequently presents at professional development workshops and in-services on such topics as brain-compatible teaching and learning, multiple intelligences and learning styles, differentiated instruction, authentic assessment as well as collaborative/cooperative teaching strategies. His workshops are enthusiastically endorsed by those in attendance because he engages his audiences with many of the interactive strategies he advocates in his writing. Barry holds a Bachelor of Science degree (geology) from Acadia University, a Bachelor of Education from the same institution and a Master of Education in Curriculum Development from St. Mary's University in Halifax, Nova Scotia. He is the co-author of two high school social studies texts used in Atlantic Canada. Klappentext Provides teachers with specific guidelines to establish an optimal learning environment for teenagers and offers case studies that illustrate how to translate theory into workable classroom practice. Zusammenfassung Provides teachers with specific guidelines to establish an optimal learning environment for teenagers and offers case studies that illustrate how to translate theory into workable classroom practice. Inhaltsverzeichnis Acknowledgments About the Author Part I. Discovering the Teenage Brain 1. Introduction: The Creatures in the Classroom! Those Exasperating and Unfathomable Teenagers How Do We Reach and Teach Those Unpredictable Teenage Brains? Wanted: A New Approach to Teaching Teenagers! Why Educators Need to Learn About the Teenage Brain Brain-Compatible Teaching and the New Science of Learning The Emergence of a New Pedagogical Model 2. Adolescence and the Teenage Brain--What Is Different and How Do We Know? Adolescence--Just the Quick Facts! The Teenage Brain--What We Had Believed How Neuroscience and Medical Technology Are Changing Our Ideas About the Teenage Brain The Future of Brain Imaging 3. Big Changes in the Teenage Brain: What We Have Learned and Are Learning The Teenage Brain--A Work in Progress From Back to Front: Brain Growth, Neuron Proliferation and Pruning, Myelin Development What It All Means (We Think!) Looking Back at Part I : Reflection and Review Part II. Ten Powerful Ideas About the Brain and Learning and What It Means for Teaching the Teenage Brain 4. Powerful Idea #1: Constructing New Knowledge What Powerful Idea #1 Means for Teachers: Helping Teenagers Construct Personal Meaning How It Might Look--A Case Study: "Saving the Old Victoria Street School" Constructivist Teaching Strategies 5. Powerful Idea #2: Different Ways of Learning Being Smart-- Human Intelligence Preferred Ways of Learning--Our Learning Styles What Powerful Idea #2 Means for Teachers: Teaching to Each Unique Brain Unleashing the Potential of the Teenage Brain: Six Things You Ought to Do How It Might Look--A Case Study: "Ms. Taylor s Meteorology Unit" 6. Powerful Idea #3: Making Meaning, Connections, and Patterns What Powerful Idea #3 Means for Teachers: Developing Pattern Making and Detecting Abilities Som...

Klappentext

Provides teachers with specific guidelines to establish an optimal learning environment for teenagers and offers case studies that illustrate how to translate theory into workable classroom practice.

Inhalt

Acknowledgments
About the Author
Part I. Discovering the Teenage Brain

1. Introduction: The Creatures in the Classroom! Those Exasperating and Unfathomable Teenagers
   How Do We Reach and Teach Those Unpredictable Teenage Brains?
   Wanted: A New Approach to Teaching Teenagers!
   Why Educators Need to Learn About the Teenage Brain
   Brain-Compatible Teaching and the New Science of Learning
   The Emergence of a New Pedagogical Model
2. Adolescence and the Teenage Brain--What Is Different and How Do We Know?
   Adolescence--Just the Quick Facts!
   The Teenage Brain--What We Had Believed
   How Neuroscience and Medical Technology Are Changing Our Ideas About the Teenage Brain
   The Future of Brain Imaging
3. Big Changes in the Teenage Brain: What We Have Learned and Are Learning
   The Teenage Brain--A Work in Progress
   From Back to Front: Brain Growth, Neuron Proliferation and Pruning, Myelin Development
   What It All Means (We Think!)
   Looking Back at Part I : Reflection and Review
   Part II. Ten Powerful Ideas About the Brain and Learning and What It Means for Teaching the Teenage Brain
4. Powerful Idea #1: Constructing New Knowledge
   What Powerful Idea #1 Means for Teachers: Helping Teenagers Construct Personal Meaning
   How It Might Look--A Case Study: "Saving the Old Victoria Street School"
   Constructivist Teaching Strategies
5. Powerful Idea #2: Different Ways of Learning
   Being Smart-- Human Intelligence
   Preferred Ways of Learning--Our Learning Styles
   What Powerful Idea #2 Means for Teachers: Teaching to Each Unique Brain
   Unleashing the Potential of the Teenage Brain: Six Things You Ought to Do
   How It Might Look--A Case Study: "Ms. Taylor s Meteorology Unit"
6. Powerful Idea #3: Making Meaning, Connections, and Patterns
   What Powerful Idea #3 Means for Teachers: Developing Pattern Making and Detecting Abilities
   Some Strategies for You to Consider
   How It Might Look--A Case Study: "Mrs. Parasiuk s Poetry Class"
7. Powerful Idea #4: Whole-Brain Learning
   Left, Right, or Both Brains?
   What Powerful Idea #4 Means for Teachers: Effective Ways to Make Your Classroom Teaching Whole Brain
   How It Might Look--A Case Study: "Whole-Brain Assessment in Mr. Amos Horticulture Class"
8. Powerful Idea #5: Multiple Memory Pathways
   Different Kinds of Memory--Declarative Versus Procedural
   Learning and Memory
   What Powerful Idea #5 Means for Teachers: Using Multiple Memory Pathways
   How It Might Look--A Case Study: "Mrs. Singh s Musical Science"
9. Powerful Idea #6: Physical Activity and Movement
   Exercise For the Brain
   What Powerful Idea #6 Means for Teachers: Utilizing Physical Activity to Enhance Learning
   How It Might Look--A Case Study: "Kinesthetic Learning in High School Biology"
10. Powerful Idea #7: Memory, Learning, and Emotion
    Too Much or Too Little?
    The Impact of High Stress and Threat
    Brain Attention and Focus
    Motivation and Engagement
    What Powerful Idea #7 Means for Teachers: Managing the Emotional Environment of the Classroom
    How It Might Look--A Case Study: "The Affirmative Mr. Hawkes"
11. Powerful Idea #8: Reflection and Self-Assessment
    Knowing Oneself
    Reflection
    Metacognition
    What Powerful Idea #8 Means for Teachers: Developing Reflective Learners
    How It Might Look--A Case Study: "Feedback and Reflection in the Visual Arts Class"
12. Powerful Idea #9: Social Interaction and Learning
    What Powerful Idea #9 Means for Teachers: Providing for Social Interaction and Collaboration
    How It Might Look--A Case Study: "A Jigsaw Activity in High School Political History"
13. Powerful Idea #10: Time and Timing
    When Is the Best Time?
    An Optimal Time to Learn
    An Optimal Time Pattern for Learning
    The Optimal Times During the Learning Episode
    The Optimal Times During the Day
    What Powerful Ide…