Begin with the Brain : Orchestrating the Learner-Centered Classroom

by Martha Kaufeldt

• ISBN13: 9781412971584
• ISBN10: 1412971586
• Edition: 2nd
• Format: Paperback
• Copyright: 2009-11-24
• Publisher: Corwin Pr

Summary

"Presents well-chosen activities described at a level of detail that allows teachers to immediately try out the strategies in their own classrooms. Administrators in their role as instructional leaders would also be well advised to read this book. If more classrooms reflected these ideas and used these strategies, education would not only be more effective and powerful, it would be a far more joyful experience for our students." -Barbara Clark, Professor Emeritus California State University, Los Angeles "Teachers who intend to make a marked difference in their students' learning and lives will profit from reading this book. Not only will they find the material useful, they will be gratified and strengthened in their commitment." -Leah Welte, Teacher Alpine School District, American Fork, UT In this revised edition of Begin With the Brain , Martha Kaufeldt helps teachers identify and apply brain-compatible and learner-centered techniques to improve classroom instruction and management. In easy-to-understand terms, this invaluable resource for beginning teachers lays out what cognitive research and best practice can teach us about: Classroom set up Routines and procedures Community building Fostering intellectual curiosity Self-assessment, and more With succinct updates of the relevant neuroscience research and end-of-chapter notes on additional resources, the book is a ready-to-go source of field-tested, research-based teaching tips teachers can put to immediate use.

Table of Contents

Preface vii
Acknowledgments	p. ix
About the Author xii
Introduction: Brain-Compatible Learning and Learner-Centered Education	p. 1
Begin With the Brain: Interpreting Neuroscience Research	p. 7
Three Key Elements of Brain-Compatible Teaching and Learning	p. 11
Less Stress: Create a Safe and Secure Climate and Environment to Reduce Perceived Threat and Danger	p. 11
Do the Real Thing! Provide Meaningful Multisensory Experiences in an Enriched Environment	p. 12
Use It or Lose It! Actively Process New Concepts in a Variety of Ways to Assure Long-Term Retention	p. 14
From Fear to Flow: Maximizing the Brain's Capabilities	p. 17
Welcome Home: Designing the Learning Environment	p. 33
Can We Do It?	p. 33
Sense of Security From Physical Harm	p. 36
The Basics: Lighting, Noise, and Air Quality	p. 38
Meeting Students' Basic Needs: Building the Foundation for Learning	p. 61
Basic Human Needs	p. 61
Routines and Procedures: Organizing Systems for Orderliness	p. 75
Your Assumptions Drive Your Classroom Systems	p. 76
Classroom Standards and Courtesies	p. 78
Creating Classroom Management Patterns	p. 81
Designing Procedures	p. 82
Building Community and Managing Conflicts: Orchestrating Positive Social Interactions	p. 91
Welcome Aboard	p. 93
Teacher Relationships	p. 94
Teaching Prosocial Behaviors	p. 95
Types of Groups	p. 103
Managing Conflicts and Solving Problems	p. 108
Preventive Strategies	p. 110
Resolution Strategies	p. 117
Making a Connection: Building Curiosity and Ensuring Engagement	p. 131
Piquing Curiosity	p. 133
Meaningful Experiences: Creating 21st-century Citizens	p. 145
Authentic Tasks	p. 147
Places to Start	p. 149
Handling Bigger Responsibilities	p. 152
Decision-Making Possibilities	p. 155
Kids'Social Action	p. 163
Student Choice in a Learner-Centered Classroom: Orchestrating Opportunities	p. 167
The Choice Challenge	p. 168
Beginning Choice	p. 174
Guiding Students'Choices	p. 184
Setting Goals and Using Feedback to Reach Success: Self-Assessment and Learning Celebrations	p. 191
Setting and Achieving Goals	p. 192
Understanding Your Learning Preferences	p. 208
Authentic Achievement	p. 210
Learning Celebrations	p. 217
Two Self-Assessment Checklists for Students	p. 222
Epilogue	p. 227
Bibliography	p. 231
Recommended Reading	p. 235
Index	p. 237
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