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Facilitating of learning in higher education can be transformed through the use of Whole Brain® learning. Whole Brain® Learning in Higher Education argues that facilitating learning in Higher Education should undergo transformation in order to develop the full academic potential of all stakeholders following the principles of action research. Empirical data was collected from participants in a number of projects across diverse disciplines. Participants included students, academic staff, instructional designers, and professionals attending short courses at tertiary level.A number of case studies are discussed as evidence for the value of the proposed model for higher education. This title consists of seven chapters, covering: the theoretical framework, baseline study, professional development, studies in Whole Brain® application, learning material that makes a difference, multidisciplinary collaboration, and the way forward. - Defines Whole Brain® learning - Explains the rationale behind Whole Brain® learning - Demonstrates how the model can be applied in facilitating Whole Brain® learning in order to develop the full academic potential of students
"The revolutionary teaching system, based on cutting edge learning research, used by thousands of educators around the world"--Cover.
When the first edition of Teaching with the Brain in Mind was published in 1998, it quickly became an ASCD best-seller, and it has gone on to inspire thousands of educators to apply brain research in their classroom teaching. Now, author Eric Jensen is back with a completely revised and updated edition of his classic work, featuring new research and practical strategies to enhance student comprehension and improve student achievement. In easy to understand, engaging language, Jensen provides a basic orientation to the brain and its various systems and explains how they affect learning. After discussing what parents and educators can do to get children's brains in good shape for school, Jensen goes on to explore topics such as motivation, critical thinking skills, optimal educational environments, emotions, and memory. He offers fascinating insights on a number of specific issues, including * How to tap into the brain's natural reward system. * The value of feedback. * The importance of prior knowledge and mental models. * The vital link between movement and cognition. * Why stress impedes learning. * How social interaction affects the brain. * How to boost students' ability to encode, maintain, and retrieve learning. * Ways to connect brain research to curriculum, assessment, and staff development. Jensen's repeated message to educators is simple: You have far more influence on students' brains than you realize . . . and you have an obligation to take advantage of the incredible revelations that science is providing. The revised and updated edition of Teaching with the Brain in Mind helps you do just that.
Learn how to teach like a pro and have fun, too! The more you know about the brains of your students, the better you can be at your profession. Brain-based teaching gives you the tools to boost cognitive functioning, decrease discipline issues, increase graduation rates, and foster the joy of learning. This innovative, new edition of the bestselling Brain-Based Learning by Eric Jensen and master teacher and trainer Liesl McConchie provides an up-to-date, evidence-based learning approach that reveals how the brain naturally learns best in school. Based on findings from neuroscience, biology, and psychology, you will find: In-depth, relevant insights about the impact of relationships, the senses, movement, and emotions on learning Savvy strategies for creating a high-quality learning environment, complete with strategies for self-care Teaching tools to motivate struggling students and help them succeed that can be implemented immediately This rejuvenated classic with its easy-to-use format remains the guide to transforming your classroom into an academic, social, and emotional success story.
“A significant contribution to understanding the interaction among teachers, students, the environment, and the content of learning” (Herbert Kohl, education advocate and author). What is at work in the mind of a five-year-old explaining the game of tag to a new friend? What is going on in the head of a thirty-five-year-old parent showing a first-grader how to button a coat? And what exactly is happening in the brain of a sixty-five-year-old professor discussing statistics with a room full of graduate students? While research about the nature and science of learning abounds, shockingly few insights into how and why humans teach have emerged—until now. Countering the dated yet widely held presumption that teaching is simply the transfer of knowledge from one person to another, The Teaching Brain weaves together scientific research and real-life examples to show that teaching is a dynamic interaction and an evolutionary cognitive skill that develops from birth to adulthood. With engaging, accessible prose, Harvard researcher Vanessa Rodriguez reveals what it actually takes to become an expert teacher. At a time when all sides of the teaching debate tirelessly seek to define good teaching—or even how to build a better teacher—The Teaching Brain upends the misguided premises for how we measure the success of teachers. “A thoughtful analysis of current educational paradigms . . . Rodriguez’s case for altering pedagogy to match the fluctuating dynamic forces in the classroom is both convincing and steeped in common sense.” —Publishers Weekly
Compatible with other professional development programs, this model shows how to apply relevant research from educational and cognitive neuroscience to classroom settings through a pedagogical framework. The model's six components are: 1) Establish the emotional connection to learning; 2) Develop the physical learning environment; 3) Design the learning experience; 4) Teach for the mastery of content, skills, and concepts; 5) Teach for the extension and application of knowledge; 6) Evaluate learning. --Book cover.
The New York Times best-selling author of My Stroke of Insight blends neuroanatomy with psychology to show how we can short-circuit emotional reactivity and find our way to peace. For half a century we have been trained to believe that our right brain hemisphere is our emotional brain, while our left brain houses our rational thinking. Now neuroscience shows that it’s not that simple: in fact, our emotional limbic tissue is evenly divided between our two hemispheres. Consequently, each hemisphere has both an emotional brain and a thinking brain. In this groundbreaking new book, Dr. Jill Bolte Taylor—author of the New York Times bestseller My Stroke of Insight—presents these four distinct modules of cells as four characters that make up who we are: Character 1, Left Thinking; Character 2, Left Emotion; Character 3, Right Emotion; and Character 4, Right Thinking. Everything we think, feel, or do is dependent upon brain cells to perform that function. Since each of the Four Characters stems from specific groups of cells that feel unique inside of our body, they each display particular skills, feel specific emotions, or think distinctive thoughts. In Whole Brain Living, available in paperback for the first time, Dr. Taylor blends neuroanatomy with psychology to help us: Get acquainted with our own Four Characters, observe how they show up in our daily life, and learn to identify and relate to them in others as well Apply the wisdom of the Four Characters to every area of life—from work to relationships to health Use a powerful practice called the Brain Huddle—a tool for bringing our Four Characters into conversation with one another—to short-circuit emotional reactivity, tap our characters’ respective strengths, and choose which one to embody in any situation The more we become familiar with each of the characters in ourselves and others, the more power we gain over our thoughts, our feelings, our relationships, and our lives. Indeed, we discover that we have the power to choose who and how we want to be in every moment. And when our Four Characters work together and balance one another as a whole brain, we gain a radical new road map to deep inner peace.
With joy-filled classrooms in 150 countries, 80,000 Facebook Likes, and 8,000,000 YouTube views, Whole Brain Teaching (WBT) is one of the world's most popular instructional systems. A massive redesign of our previous books, "Whole Brain Teaching for Challenging Kids: Fast Track" features a simplified, Funtricity charged approach to classroom management. By rewarding for improvement, rather than ability, all students, special ed to gifted, benefit from WBT's new, streamlined methods. Discover easy to implement strategies that foster growth in academic talents and social skills, creative techniques that nourish character education and our latest, most powerful games for reforming Beloved Rascals. For rich, vivid, frequently hilarious demonstrations of our methods, explore over 100 classroom videos, at YouTube/ChrisBiffle. What's Whole Brain Teaching? The only education reform movement with a sense of humor.
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
The purpose of this Master Thesis at Argosy University in December 2010 was to identify dominant learning modalities, as understood by the nine Multiple intelligences of Dr. Howard Gardner (Garner, 1993), the intelligences of right/left-brain dominance processing fields leading to whole brain theory in education. It can be called the Balanced Whole Learner, Whole Mind/Open mind learning methods. The brain dominance seems to be part of the Multiple Intelligence preference fields (Connell, 1996). Fifty secondary students, ten diverse adult learners, two administrators and eight teachers were part of the surveys done through 2009-2010. At the back of the text are diagnostic surveys, a potential interested person can take to determine their dominant learning styles. The questions that were asked was whether or not the adult learner or students were aware of the learning style preferences, and did they want to be aware of them.? The second focus was did their heritage, language, culture, educational level, or gender affect their learning style preferences? The researcher found positive data that supports these issues. The other information supports that brain dominance, MI theories are interwoven within each other as a composite Whole Brain Learning Theory. The text gives resources, findings and recommendations on how it can be implemented in a public school learning environment. The modalities can be integrated into a composite whole, and not separate categories, but an interwoven process to discover a person's brain processing. This is a valuable resources for an administrator, teacher, student, and adults to understand their unique method of processing information called the Whole Brain Learning Theory of education.