Neuroteach: Brain Science and the Future of Education

by Glenn Whitman director of The Center for Transformative Teaching and Learning, and author, Ian Kelleher

Overview

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.

Product Details

ISBN-13:	9781475825367
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	06/20/2016
Sold by:	Barnes & Noble
Format:	eBook
Pages:	236
File size:	7 MB

About the Author

Glenn Whitman directs the Center for Transformative Teaching and Learning at St. Andrew's Episcopal School where he also serves as the Dean of Studies for grades Preschool through 12th grade and teaches history. Glenn is a former Martin Institute for Teaching Excellence Fellow and author of Dialogue with the Past: Engaging Students and Meeting Standards through Oral History as well as co-editor of Think Differently and Deeply, the national publication of the CTTL. Glenn has also written numerous articles on translating MBE research into classroom practice such as, “Assessment and the Learning Brain” that can be found in Independent School magazine. He is also a blogger for Edutopia. Glenn earned his MALS from Dartmouth College and a BA from Dickinson College.

Dr. Ian Kelleher earned his bachelor of science degree in geochemistry from the University of Manchester and his PhD from the University of Cambridge, Churchill College. He is the head of Research for Center for Transformative Teaching and Learning, where he focuses on the development of projects measuring the effectiveness of research-informed strategies used by St. Andrew’s teachers and students.

Table of Contents

Table of Contents

Dedication
Acknowledgments
Introduction
Chapter I: Educational Neuroscience for All
Chapter II: A Formative Assessment
Chapter III: The Top Twelve Research Informed Strategies Every Teacher Should Be Doing
With Every Student
Chapter IV: How Much Do We Need to Know About the Brain?
Chapter V: A Mindset for the Future of Teaching and Learning
Chapter VI: “My Best (Research Informed) Class Ever”
Chapter VII: “I Love Your Amygdala!”
Chapter VIII: Memory + Attention + Engagement = Learning
Chapter IX: Assessment 360°
Chapter X: Homework, Sleep, and the Learning Brain
Chapter XI: Technology and a Student’s Second Brain
Chapter XII: Teachers Are Researchers
Chapter XIII: From Research to Practice: A Mind, Brain, and Education Science Professional Growth Framework for You and Your School
Conclusion: What’s Next – The 10% Challenge
Appendix I: Readings, Research, and Resources
Appendix II: Self-Reflection Tool: A Personal MBE Science Research-Informed Strategies
Checklist
About the Authors
Index
Join the Neuroteach Network

Editorial Reviews

Neuroteach combines important lessons from both cognitive psychology and neuroscience to draw useful, practical conclusions that will clarify not just what teachers should do in the classroom, but better understand the complexities of the science of learning.

David Didau

While highlighting classroom teachers as the experts on learning, Kelleher and Whitman underscore the importance of utilizing the strongest evidence in mind, brain and education science to inform one’s practice.

Vanessa Rodriguez

Neuroteach provides practical guidance about using theoretically sound research-based principles in the design of schools, classrooms, and work with individual students.

Judy Willis

This level of respect for the process of teaching and learning is sustained throughout the guide, providing its distinct voice and strengthening the authors’ call to incorporate neuroscience with pedagogy.

Mariale Hardiman

To my knowledge there is no school in America, and no two educators more completely qualified and effective at translating the remarkable impacts of neuroscience down from the 30,000 foot level to 'what can we do in class tomorrow.'

Grant Lichtman