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Connecting Brain Research With Effective Teaching: The Brain-Targeted Teaching Model, by Mariale M. Hardiman
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Offers educators practical application of recent brain research through the Brain-Targeted Teaching Model―an instructional framework that uses current brain research to guide teachers in planning, implementing, and evaluating instruction. This model will increase the potential of brain research to inform instructional strategies and to suggest ways to organize schools or design curriculum on a school-wide or district-wide basis.
Features:
· Description of brain anatomy
· Current brain research findings
· Suggestions to provide a supportive yet challenging emotional climate for learning
· Highlights the important role the physical environment plays in learning
· Ideas for enhancing instruction through organized and attractive classroom space
· Stages of planning and implementing a learning unit
Intended for classroom teachers at any grade level as well as those who support instruction in schools of higher education.
- Sales Rank: #1439634 in Books
- Published on: 2003-07
- Released on: 2003-04-16
- Original language: English
- Number of items: 1
- Dimensions: 9.15" h x .31" w x 6.09" l, .47 pounds
- Binding: Paperback
- 152 pages
Review
Mariale Hardiman's work, uses a unique application of research from the fields of neurology and education to create a comprehensive teaching model. The Brain-Targeted Teaching Model provides a novel instructional framework that all educators, whether novice or experienced, could use to plan, implement, and assess a sound program of instruction. This book is a must not only for teachers, but for every school administrator who wants to be on the cutting edge of educational reform. (Dr. Joseph Procaccini)
Teachers who use the learning units in the Brain-Targeted Teaching Model will have a thorough framework for developing effective learning experiences for all students." (Linda Bluth and Gwyn Powell)
A compelling and readable book. (Baltimore's Child)
This book offers a revolutionary approach that connects the fields of education and brain research. The book is aimed at educators and gives specific examples on how to target different brain mechanisms when teaching. It describes associative learning mechanisms at each stage of a teaching model. This work is a welcome addition to current educational theory and practice as it lays the foundation for a new approach to teaching. (Dr. Steven Hsiao)
About the Author
Mariale M. Hardiman is assistant dean of Urban School Partnerships at Johns Hopkins University. Dr. Hardiman has also served for more than 30 years in the Baltimore City Public School System as a principal, staff developer, and teacher. Under her leadership, Roland Park Elementary/Middle School received numerous awards for continuous student achievement gains as well as its designation as a Blue Ribbon School of Excellence.
Dr. Hardiman earned her undergraduate and graduate degrees from Loyola College and her doctorate from The Johns Hopkins University. Her book, Connecting Brain Research with Effective Teaching: The Brain Targeted Teaching Model (ScarecrowEducation, 2003) and article, Connecting Brain Research with Dimensions of Learning (Education Leadership, November, 2001) have generated widespread interest from educators worldwide. She is a frequent presenter at local, state, and national conferences. She may be reached at mmhardiman@jhu.edu; for more information on the Brain-Targeted Teaching Model, visit the web site www.braintargetedteaching.org
Most helpful customer reviews
3 of 3 people found the following review helpful.
Teacher Friendly Book for Putting Brain Research Into Practice
By Donna Wilson, Ph.D.
Importantly, author and Johns Hopkins graduate, Mariale Hardiman, comes from two points of view having served as both a K-12 educator and college faculty. Hardiman's primary goal to inform educational practice shows in her practical model that synthesizes research on the brain and learning into an approach that can be used in the classroom.
In the chapter on important themes in brain research, Hardiman states that just as the potential for learning continues throughout the lifespan, `research also tells us that effective instruction not only increases memory and learning but also produces neurobiological changes in the brain.' Teachers who read this book can use the Brain-Targeted Teaching Model to improve instruction. The model is also appropriate for use by school leaders, professional developers, and instructional mentors who want to improve teaching practice through their work with groups of educators.
In the author's words `The model does not propose new methods of teaching. Rather, it synthesizes a number of elements related to research-based effective teaching and connects each one to what neuroscience reveals about how the brain learns.' The Brain-Targeted Teaching Model describes and discusses six stages within the learning and teaching process: emotional climate, physical learning environment, design of the learning experience, how to teach declarative and procedural knowledge, teaching for extension and application of knowledge, and evaluating learning.
This book, originally published in 2003, includes a brief section about the brain that might be updated to include more research that has been published since. Nevertheless, it is a valuable resource for those who desire to keep up with important work in this expanding field.
2 of 2 people found the following review helpful.
THE book to assist in organizing the mass of research generated in this field!
By Kenneth J. Kohutek
Dr. Hardiman provides a model which can be used by every classroom teacher in organizing the wealth of information being published to improve instructional techniques. While aimed at brain research, the model can include differentiated instruction as well as other techniques.
The book provides six categories in which to place all relevant notes and information. These six categories serve as the conduit between research and application. The last chapters provide a large number of learning units which have been "field tested" as well as information on school improvement planning.
With the continued transition of classroom instruction into a science as well as an art, this is a must read!
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