Teachers are brain changers. Thus it would seem obvious that an understanding of the brain - the organ of learning - would be critical to a teacher's readiness to work with students. Unfortunately, in traditional public, public-charter, private, parochial, and home schools across the country, most teachers lack an understanding of how the brain receives, filters, consolidates, and applies learning for both the short and long term. Neuroteach was therefore written to help solve the problem teachers and school leaders have in knowing how to bring the growing body of educational neuroscience research into the design of their schools, classrooms, and work with each individual student. It is our hope, that Neuroteach will help ensure that one day, every student -regardless of zip code or school type-will learn and develop with the guidance of a teacher who knows the research behind how his or her brain works and learns.
Table of ContentsDedicationAcknowledgmentsIntroductionChapter I: Educational Neuroscience for AllChapter II: A Formative AssessmentChapter III: The Top Twelve Research Informed Strategies Every Teacher Should Be DoingWith Every StudentChapter IV: How Much Do We Need to Know About the Brain?Chapter V: A Mindset for the Future of Teaching and LearningChapter VI: "My Best (Research Informed) Class Ever"Chapter VII: "I Love Your Amygdala!"Chapter VIII: Memory + Attention + Engagement = LearningChapter IX: Assessment 360°Chapter X: Homework, Sleep, and the Learning BrainChapter XI: Technology and a Student's Second BrainChapter XII: Teachers Are ResearchersChapter XIII: From Research to Practice: A Mind, Brain, and Education Science Professional Growth Framework for You and Your SchoolConclusion: What's Next - The 10% ChallengeAppendix I: Readings, Research, and ResourcesAppendix II: Self-Reflection Tool: A Personal MBE Science Research-Informed StrategiesChecklistAbout the AuthorsIndexJoin the Neuroteach Network
Table of ContentsDedicationAcknowledgmentsIntroductionChapter I: Educational Neuroscience for AllChapter II: A Formative AssessmentChapter III: The Top Twelve Research Informed Strategies Every Teacher Should Be DoingWith Every StudentChapter IV: How Much Do We Need to Know About the Brain?Chapter V: A Mindset for the Future of Teaching and LearningChapter VI: "My Best (Research Informed) Class Ever"Chapter VII: "I Love Your Amygdala!"Chapter VIII: Memory + Attention + Engagement = LearningChapter IX: Assessment 360°Chapter X: Homework, Sleep, and the Learning BrainChapter XI: Technology and a Student's Second BrainChapter XII: Teachers Are ResearchersChapter XIII: From Research to Practice: A Mind, Brain, and Education Science Professional Growth Framework for You and Your SchoolConclusion: What's Next - The 10% ChallengeAppendix I: Readings, Research, and ResourcesAppendix II: Self-Reflection Tool: A Personal MBE Science Research-Informed StrategiesChecklistAbout the AuthorsIndexJoin the Neuroteach Network
