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Overview
Since Teaching with the Brain in Mind was first published in 1998, it has inspired thousands of educators to apply brain research in their classroom teaching. Now, author Eric Jensen is back with a completely revised and updated edition of his classic work, featuring new research and practical strategies to enhance student comprehension and improve student achievement.In easy to understand, engaging language, Jensen provides a basic orientation to the brain and its various systems and explains how they affect learning. After discussing what parents and educators can do to get children’s brains in good shape for school, Jensen goes on to explore topics such as motivation, critical thinking skills, environmental factors, the social brain, emotions, and memory. He offers fascinating insights on a number of specific issues, including:
- How to tap into the brain’s natural reward system.
- The value of feedback.
- The importance of prior knowledge and mental models.
- Why stress impedes learning.
- How social interaction affects the brain.
- How to help students improve their ability to encode, maintain, and retrieve learning.
- Ways to connect brain research to curriculum, assessment, and staff development.
Jensen's message to educators is simple: You have far more influence on students’ brains than you realize...and you have an obligation to take advantage of the incredible revelations science is providing. The revised and updated edition of Teaching with the Brain in Mind helps you do just that.
Synopsis
Trainer and educator Jensen applies current research on how the brain works to the classroom, primarily to help teachers and other educators make decisions about both approach and content based on what the brain needs for its owner to learn. He starts with basic brain anatomy and function and follows with information on getting a student's brain ready for school, engaging students by following the needs of their brains and bodies with emotional support, providing physical environments that support brain function, managing the social functions of the brain, motivating brain function and critical thinking, using memory and recall as they were designed, taking full advantage of what the brain does before, during and after teaching, and creating schools that accommodate brain function as a top priority. Annotation ©2004 Book News, Inc., Portland, OR