Practical strategies to take your students' understanding from "So what?" to "Wow! "
Based on current brain research and information about differentiated learning, this book for Grades 4–12 outlines the Deeper Learning Cycle (DELC), a teaching model that applies learning and content processing techniques to everyday instruction. This resource features:
- Chapters explaining the cycle's seven stages, including standards and curriculum, building a positive learning culture, acquiring new knowledge, processing learning, and evaluating student learning
- A lesson plan template to apply to daily instruction
- Strategies to help students process content in meaningful ways
- Reflection questions to help teachers apply the material to their own practice
|Product dimensions:||8.50(w) x 11.00(h) x 0.99(d)|
About the Author
Eric Jensen is a former teacher and current member of the Society for Neuroscience and New York Academy of Sciences. He has taught at all levels, from elementary through university level and is currently completing his Ph D in human development. In 1981, Jensen cofounded Super Camp, the nation’s first and largest brain-compatible learning program, now with over 50,000 graduates. He has since written Teaching with the Brain in Mind, Brain-Based Learning, Deeper Learning, Arts with the Brain in Mind, Enriching the Brain, and 21 other books on learning and the brain. A leader in the brain-based movement, Jensen has made over 45 visits to neuroscience labs and interacts with countless neuroscientists. He was the founder of the Learning Brain EXPO and has trained educators and trainers for 25 years worldwide in this field. He is deeply committed to making a positive, significant, lasting difference in the way we learn.
Le Ann Nickelsen, M.Ed. is a former teacher and currently provides staff development nationally on topics including brain research, reading and vocabulary strategies, how food affects learning, and differentiated instruction. She was a classroom teacher in three states and won a Teacher of the Year Award in Texas. Le Ann is known as “the teacher’s teacher” because of her practical, research-based examples that teachers can easily implement in their classrooms. She has a passion for both instilling the love for learning as well as helping teachers succeed. She currently resides in Ridgefield, Connecticut and parents her school age twins.
She is the member of Association for Supervision and Curriculum Development (ASCD) and presenter for Staff Development for Educators (SDE). She is the author of eight books published by Scholastic, Inc. including Memorizing Strategies & Other Brain-Based Activities and a four-series set called Comprehension Mini-Lessons. She has written articles for parenting magazines and The Praeger Handbook of Learning and the Brain.
Currently, Le Ann does staff development and may be reached at firstname.lastname@example.org or call 203-790-0119. To purchase any of Le Ann’s books go to her website: www.maximizelearninginc.com.
Table of Contents
PrefaceAcknowledgmentsAbout the AuthorsIntroduction1. Beneath the Surface: Exploring the Deeper Learning Cycle (DELC) DELC Model Introduced Standards & Objectives of the BookPart I. Preparing for Learning2. Preparing for Deeper Learning DELC Step #1. Planning the Standards & Curriculum DELC Step #2. Pre-Assessing DELC Step #3. Building a Positive Learning Culture3. Activating Prior Knowledge and Acquiring New Knowledge DELC Step #4. Priming & Activating Prior Knowledge DELC Step #5. Acquiring Prior KnowledgePart II. Processing the Content4. Processing With a Purpose DELC Step #6. Processing the Content5. Processing Strategies Galore DELC Step #6. Processing the ContentPart III. Putting It All Together6. The Lesson Planning Guide DELC Step #7. Evaluating the Student Learning7. Processing Must-Have TipsBibliographyIndex
Most Helpful Customer Reviews
Every great teacher and teacher librarian has a bag of tricks in their head that usually work or that can be modified in a moment¿s notice to adapt to learners of various types and in various situations. At first glance, our authors are headed directly there and are right on target. They present a model that pushes students toward more than surface learning. First, they suggest that teachers begin with the standards statements, then build knowledge of the group you are working with, developing positive student engagement strategies, activate their prior knowledge, and then they provide a plethora of strategies for activating and thinking about what they are learning ending in evaluation. Most ideas are for engaging students in text and we liked the many worksheets that force the learner to interpret and think about what they are reading and doing. However, these authors need a good teacher librarian who would introduce them to the world of information and technology adding strategies not only for various information types but also information literacy and so what activities as the culmination of what they know and how they learned it. So, if you need text-based engagement strategies, this is a book to purchase and study. However, for a collaborative tool that pushes kids into the real world of the Internet, film, and web 2.0, I am looking for something much deeper. Not recommended.