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Brain-Based Teaching With Adolescent Learning in Mind
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Brain-Based Teaching With Adolescent Learning in Mind

Second Edition


February 2007 | 208 pages | Corwin
Brain Based Teaching With Adolescent Learning in Mind addresses adolescent learning and its implications and applications for curriculum design and research-based instruction. Glenda Crawford connects new research to the larger picture of students' social, emotional, and intellectual needs and points to productive ways to help adolescents learn and succeed.This resource acknowledges the wide range of differences that new century adolescents bring to classrooms. The author offers lesson examples that easily differentiate for very individual brains of students who have varying cultural backgrounds, levels of English language proficiency, background experiences and prior knowledge, and individual abilities and interests. Readers will find key concepts related to adolescent learning, including metacognition, motivation, social cognition, and self-regulation. Educators will learn about linking instruction to relevant issues and reality-based problems, and about student-directed inquiry, interpretation, debate and analysis, technological access, cooperative learning and global collaboration. Standards-based content examples and scenarios focus on the elements of relevance, active learning, content depth, collaboration, inquiry, challenge, student ownership, ongoing assessment, and guided reflection. The Adolescent-Centered Teaching (ACT) Models in each chapter illustrate this framework, with emphasis on: Essential content understandings Strategies for inquiry Adolescent motivation and challenge through intriguing and authentic events, problems and questions Teachers serving as active facilitator as students become progressively self-directed Metacognitive development and assessment, during which adolescents are involved in evaluation, reflection, and the transfer of learning to comparable and extended experiences Technology connectionsMultiple examples illustrate these interacting social, affective, and cognitive dimensions of an environment that is conducive to adolescent learning. This handbook also provides strategies for promoting transfer of learning to new contexts and more practical ideas for putting brain-based, adolescent-centered teaching into practice.
 
Preface
 
Acknowledgments
 
About the Author
 
1. Understanding the Adolescent Learner: The Developing Brain
 
2. Getting and Keeping Their Attention
 
3. Creating a Community of Learners
 
4. Teaching for Thinking and Understanding
 
5. Deepening Content and Promoting Transfer
 
References
 
Index

“This is an excellent book that should be of great interest to secondary teachers. The use of the ACT examples add considerable clarity to the concepts being advanced.”

Barbara K. Given, Co-Director, Adolescent and Adult Learning Research Center
George Mason University

"I found myself highlighting a great deal of this book. The text is relevant, real, and worthy of quoting to others to ensure that they truly understand how the adolescent learner processes information and through what type of activities they learn best and are most motivated by.”

Patricia Long Tucker, Assistant Superintendent
District of Columbia Public Schools

"The book presents a broad and coherent framework that builds connections across a broad range of theories of adolescent learning and development. The curriculum ideas, questions to prompt teachers' self-reflection, and scaffolds to guide curriculum development all offer tangible tools to teacher educators and leaders in professional development efforts."

Maria Timmons Flores, Assistant Professor of Teacher Education
Lewis & Clark College

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