The Brain-Targeted Teaching Model for 21st-Century Schools

A powerful guide for applying brain research for more effective instruction The Brain-Targeted Teaching Model for 21st-Century Schools serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. 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 Mariale Hardiman presents this model with the educator in mind and offers practical steps for using it to inform instruction and teach 21st-century skills. Her valuable road map will help you achieve improved outcomes for your students and better collaborative professional practices in your school.

Table of Contents:
List of Expert Teachers by Chapter Foreword Preface Acknowledgments About the Author Introduction: The Emerging Field of Neuroeducation and 21st Century Schools 1. Information from the Neuro- and Cognitive Sciences that Educators Should Know—Separating Neuromyth from Neuroscience 2. Brain Structure and Function Brain Facts Brain Cells: Neurons and Glial Cells Cerebral Organization Hemispheric Difference From Research to Practice 3. The Brain-Targeted Teaching Model for 21st Century Schools Overview of the Brain-Targeted Teaching Model Brain Target One: Establishing the Emotional Climate for Learning Brain Target Two: Creating the Physical Learning Environment Brain Target Three: Designing the Learning Experience Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts Brain Target Five: Teaching for the Extension and Application of Knowledge—Creativity and Innovation in Education Brain Target Six: Evaluating Learning Brain-Targeted Teaching: Research to Practice 4. Brain-Target One: Establishing the Emotional Climate for Learning Neural Systems Underlying Emotion How We Perceive Fear and Threat Effects of Stress on Learning Stress and School Environments The Impact of Positive Emotions Emotions and the Adolescent Implementing Brain Target One: Establishing the Emotional Climate for Learning Strategies for Promoting a Positive Learning Environment Emotional Connection to Learning Goals and Objectives What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? 5. Brain-Target Two: Creating the Physical Learning Environment Attention and Novelty Lighting in the Classroom Sound in the Learning Environment Scent in the Classroom The Effects of Movement on Attention Order and Beauty in the Classroom What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? 6. Brain-Target Three: Designing the Learning Experience Cognitive Development and Big Picture Thinking Cognitive Development and Big Picture Thinking Instructional Decision-Making: Content Choices for Learning Goals and Objectives Learning Activities Evaluating Learning Use of Graphic Organizers in the Brain-Targeted Teaching Model What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? 7. Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts Learning and Memory Types of Memory Processes Neurobiology of Learning and Memory Arts Integration for Mastery of Content, Skills, and Concepts Repeated Rehearsal Elaboration Generation Enactment Production Effort After Meaning Pictorial Representation Emotion and Memory Mnemonics Desirable Difficulties Chunking Interleaving Brain-Targeted Teaching Learning Units What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? 8. Brain Target Five: Teaching for the Extension and Application of Knowledge—Creativity and Innovation in Education Twenty-First Century Skills Creativity and Innovation in the Classroom What Do the Brain Sciences Tell Us About Higher-Order Thinking and Creativity? Content versus Process in the 21st Century Skills Movement What Does This Mean for Teachers? Brain Target Five Activities Brain Target Five Summary What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? 9. Brain-Target Six: Evaluating Learning Research to Practice: Evaluation to Enhance Learning Frequent and Timely Feedback Active Retrieval of Information Spacing Effects Multiple Kinds of Assessments Portfolio Assessments Student Journals Performance Assessments What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? 10. Implementing Brain-Targeted Teaching in a School and Classroom Brain-Targeted Teaching in the School: Getting Started Instructional Leadership and Support What Does a School Implementing Brain-Targeted Teaching Look Like? Brain Target One: Emotional Climate for Learning Brain Target Two: Physical Environment Brain Target Three: Learning Design Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts Brain Target Five: Teaching for the Extension and Application of Knowledge: Creativity and Innovation in Education Brain Target Six: Evaluating Learning Brain-Targeted Teaching in Teacher Preparation Programs: A Story from a Teacher Educator APPENDIX I Alignment of Brain-Targeted Teaching with Cognitive Taxonomies, Teaching Standards and Frameworks Cognitive Taxonomies Brain-Targeted Teaching Alignment Teaching Standards and Teaching and Learning Frameworks APPENDIX II Brain-Targeted Teaching Implementation Checklist Index

About the Author :
Dr. Mariale M. Hardiman is Professor Emeritus at Johns Hopkins University in Baltimore, MD. Her work has contributed to advancing the field of neuroeducation through various roles including professor, researcher, school principal, consultant, and author of books, book chapters, journal articles, and multi-media presentations. She founded the Neuro-Education Initiative and the Mind, Brain, and Teaching programs at the Johns Hopkins University School of Education. Through academic courses and professional development, her work connects research from the learning sciences with teaching and learning strategies for professionals in education and related fields. She has conducted pioneering research on the effects of arts integration on long-term retention of academic content. She also examined how knowledge of the learning sciences influences teaching practices and efficacy beliefs. Her National Science Foundation-funded research investigated teachers’ perception of creative thinking strategies and creativity assessments. Additionally, Hardiman’s administrative roles at the Johns Hopkins School of Education include Department Chair, Vice Dean of Academic Affairs, and two appointments as Interim Dean.           In her time as a school principal in Baltimore City, Hardiman developed a teaching framework, the Brain-Targeted Teaching® Model that promotes arts integration and creative problem-solving. Hardiman presents her work nationally and internationally on topics related to the intersection of research in the learning sciences with effective teaching, leading, and learning. Her research on arts integration has been featured in various popular news outlets including the New York Times, Forbes, Psychology Today, Pacific Standard and Southern Living. Hardiman can be reached at mmhardiman@jhu.edu Visit her website www.braintargetedteaching.org

Review :
"This book will encourage many educators to teach 21st century students via 21st century policies and practices that are grounded in the dramatic advances occurring in the cognitive neurosciences." "Teachers will find the content valuable and can implement the Brain-Targeting Teaching concept very easily." "Mariale Hardiman offers a unique model that teachers can use to assess the extent to which they are considering brain-friendly concepts when they plan their lessons." "The emphasis on integrating the arts with content areas is timely and welcome. An additional strength are the examples from ′expert teachers′ which show how the model can be implemented while addressing curriculum standards." "This book provides a teacher-friendly model that teachers can use to establish student-friendly classroom environments and effective teaching strategies and activities." "The Brain-Targeted Teaching Model for 21st Century Schools has much to offer all educators. The book contains a wealth of knowledge from cognitive and neuroscience and presents it in a way that is accurate and accessible. Hardiman’s work creates a vision of education in which scientific discoveries about thinking and learning are taken full advantage of." "Few educators bring Dr. Hardiman’s ability, experience, and scholarliness to the increasingly rich exchange between educators and neuroscientists. She has succinctly synthesized a large body of information into a must-read for educators, researchers, and anyone else interested in how neuroscience and cognitive science can make a difference in the classroom." "Hardiman’s book provides a practical way for educators to operationalize theoretical principles, and teach in a way that can effectively engage students on different and meaningful levels. The research and strategies presented in this book emphasize the very important notion of supporting students’ personal, social, and academic development and achievement." “One of the central components of Hardiman’s remarkable book is creativity—the ability to generate something new. Promoting the development of this unique attribute is critically important for the success of our students, and I applaud Dr. Hardiman for showing that neuroscience can and should inform the process of education.” “This book is a tour de force, providing not only a comprehensive understanding of cognitive and neuroscience research, but also a well-constructed model providing teachers with the practical tools they need to integrate it into their classrooms. Dr. Hardiman has become a leading authority in the emerging field of Neuroeducation." “Dr. Hardiman provides clear explanations of what is currently known about the functions of the human brain, along with practical examples of ways to apply these understandings in the classroom. With this book she offers a significant contribution to the field of education.” “Dr. Hardiman′s Brain-Targeted Teaching Model is one of the most powerful and research-based methods of achieving greater learning retention—its focus on the arts and creative problem-solving moves teaching from traditional ′drill and kill′ methods to one that engages students for the demands of 21st century teaching and learning.” “The Brain-Targeted teaching model has informed my teaching in so many ways. I love the model’s infusion of the arts as the arts lend themselves to creative expression for all children. There is no question that the Brain-Targeted Teaching Model enhanced the quality of my teaching." “The Brain Targeted Teaching model provides a framework for teaching that makes sense not only in K-12 but also in higher education settings. I hope to continue spreading the word that higher education coursework can be significantly enhanced by using the tenets of Brain-Targeted Teaching.” “Brain Targeted Teaching provides teachers with the structure to plan thoughtful, intentional, arts-integrated units. The clear explanation of neuro and cognitive research allows teachers to develop a connection between the research and best practices. Our school is very excited about using this book as our means of instructional practice.”