Authentic Learning: How Learning about the Brain Can Shape the Development of Students

by Michael L. Slavkin

Overview

Across the land communities are questioning the role of schools and the community's expectations of parents, students, and teachers. Increasingly, educators struggle to convince administrators, parents, students, and community members that teaching strategies have strengthened and that students are improving. Yet, teachers consistently share their concerns about the lack of parent and community involvement in education. Parents indicate their desire to improve the connections between the classroom and the community, but are unsure how to initiate such relationships.

In Authentic Learning, Michael L. Slavkin provides parents and educators the opportunity to understand why best practices, constructivism, student-centered practices, student choice, and democratic classrooms are effective because they result in a variety of environmental experiences. Such experiences have often been thought to be the environmental foundation that supports and nurtures a creative and challenged brain: guiding children to think in a variety of ways, providing the flexibility of thought that is critical in the 21st century world. With this text these two groups will discover ways they can work together to create meaningful learning experiences at home and school.

For parents, students, and preservice and inservice teachers.

Product Details

ISBN-13:	9781578860944
Publisher:	R&L Education
Publication date:	04/02/2004
Pages:	360
Product dimensions:	6.40(w) x 8.96(h) x 0.97(d)

About the Author

Michael L. Slavkin is assistant professor of education at the University of Southern Indiana. He has worked as a teacher, counselor, mentor (and parent!) of children in elementary and middle school classrooms for over a decade. His interests in authentic practices and the empowerment of students stems from his intrinsic love of learning and desire to model dynamic teaching practices.

Table of Contents

Chapter 1 Acknowledgments Chapter 2 1. Daniel Reconsidered Chapter 3 2. Development and the Brain Chapter 4 3. Brain-Based Learning Chapter 5 4. Developmentally Appropriate Practices Chapter 6 5. Problem-Based Learning Chapter 7 6. Learning Through Themes Chapter 8 7. Learning Through Service Chapter 9 8. Democratic Classrooms Chapter 10 9. Enhancing Creativity: Learning for the Twenty-First Century Chapter 11 10. Where Do We Go Now? (Not Conclusions, Further Opportunities) Chapter 12 Appendix A: Problem-Based Learning Examples Chapter 13 Appendix B: Integrated Thematic Unit Examples Chapter 14 Appendix C: An Example of Learning via Service Chapter 15 References Chapter 16 Index Chapter 17 About the Author