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Brain-Compatible Learning for the Block / Edition 1

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Overview

The second edition provides detailed sample lesson plans and includes additional strategies for using extended time formats effectively.

This book should be at teachers` sides whenever they are preparing lesson plans. It quickly summarizes findings on brain research, demonstrates how block scheduling fits perfectly with the research results and then details curriculum, instruction, and assessments. Each chapter features sample lesson formats that show which multiple intelligences and standards it targets. All lessons can be used immediately and for years to come.

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Editorial Reviews

Melissa Awenowicz
"Educators who teach in a school system that utilizes block scheduling will find this text interesting and useful."
Randy Thompson
"Provides a clear understanding of the responsibilities of the teacher when teaching in the block, explains what a brain-compatible class looks like, and gives sample lesson plans. Useful for all middle school and high school teachers who are teaching in some form of block schedule."
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Product Details

  • ISBN-13: 9781575171821
  • Publisher: SAGE Publications
  • Publication date: 1/28/2000
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 176
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.50 (d)

Meet the Author

Bruce Williams has more than thirty five years of international consulting experience,and is noted for his expertise in group facilitation and in planning and team building methodologies. Williams' specialty is facilitating participative, interactive group workshops whether they are focused on strategic planning and consensus building or instructional methodologies for the classroom. He has conducted successful workshops on brain compatible learning and school change facilitation, and he frequently presents in the areas of cooperative learning, higher order thinking skills, and authentic assessment. With seven years' experience in teaching English as a second language in Japan and Korea, Williams is highly experienced in working with diverse populations. Thirty-six years' experience in adult training also make him a valuable resource in facilitating school change. In addition to conference workshops in 2002 in Australia and New Zealand, he has been invited three times to present workshops for teachers in Singapore. In April of 2004, Williams was the keynote speaker for 400 principals and teachers in Beijing.

Steven E. Dunn, Ed.D., currently resides in Wichita, Kansas with his twin sons. His two daughters live and work in Chicago, Illinois. Dr. Dunn joined the School of Education faculty at Newman University in the fall of 2002. Before joining the Newman faculty, Dr. Dunn worked as an independent consultant beginning in 1992. His mission as a consultant was to provide professional development in effective instructional strategies, learning theories, service learning, curriculum development, classroom management, and related educational topics. During the decade he was a full-time consultant, Dr. Dunn was an author, trainer and consultant for several educational and business agencies including USAID Mission in Bosnia-Herzegovina Education Department Brcko District; International Youth Foundation in Skopje, Macedonia; Quest International and Lion’s International throughout the United States and in Iceland, Poland, and Lithuania; Skylight International Renewal Institute throughout the United States; Ted Anders Company from Atlanta, Georgia; National Children’s Educational Reform Foundation in Hartford, Connecticut and Dallas, Texas; American Management Systems and Army JROTC in Hampton, Virginia; National Endowment for Financial Education (NEFE) in Denver, Colorado; and Church of God Hispanic Educational Ministries in Cleveland, Tennessee. Dr. Dunn earned his bachelor’s and master’s degrees from Utah State University, and his Ed.D. from Brigham Young University. He was a high school English teacher and coach at Weber High School in Ogden, Utah. He has also taught on the faculties of Bowling Green State University in Bowling Green, Ohio and Utah State University in Logan, Utah. Dr. Dunn currently teaches graduate education courses at Newman University.

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Table of Contents

List of Tables and Figures
Preface
Acknowledgments
About the Authors
Introduction: Tools of the Trade
1. Physiology and Philosophy
The Brain's Structure and Function
Brain-Compatibility and Multifaceted Learning
Brain-Compatible Learning Climate
Sample Four-Phase Lesson--What's On Your Mind?
Reflective Questions
2. Four-Phase Lesson and Unit Design
Inquiring-Gathering-Processing-Applying
Four Phases Assist in Schema Development
Essential Questions
Attend--Experience--Reflect
Internal Structure
Integrated Assessment
Compare/Contrast Four-Phase Lesson With Traditional Lessons
Benefits of Four-Phase Lesson Design
Planning a Unit and a Lesson
Reflective Questions
3. Extended Time Formats Including Block Scheduling
Time for Brain-Compatible Learning
Alternative Scheduling Formats
Sample Four-Phase Lesson: Can Prejudice Kill a Mockingbird?
Reflective Questions
4. Content and Curriculum
To Cover or to Catalyze Learning?
Prioritizing Curriculum in Extended Time Formats
Brain-Compatible Curriculum
Sample Four-Phase Lesson: Circles That Cycle
Reflective Questions
5. The Art and Science of Teaching in Extended Time Formats
Opportunity for Growth and Change
Energizing Educational Principles
Brain-Compatible Instructional Strategies
Professional Learning Communities: Pathway to a New Paradigm
Reflective Questions
6. Assessment: Measuring Achievement and Growth in Extended Time Formats
The Right Stuff
Caught in the Act of Learning: Authentic Assessment
Assessment for Learning
No Child Left Behind (NCLB)
Testing Matters
Assessment in Four-Phase Lesson and Unit Design
Sample Four Phase Lesson: Science Schmience or Who Framed Sir Isaac
Reflective Questions
Bibliography
Index
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