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9781412957625
Unleashing the Potential of the Teenage Brain: Ten Powerful Ideas / Edition 1 available in Hardcover, Paperback, eBook
Unleashing the Potential of the Teenage Brain: Ten Powerful Ideas / Edition 1
by Barry Doran Corbin
Barry Doran Corbin
- ISBN-10:
- 1412957621
- ISBN-13:
- 9781412957625
- Pub. Date:
- 09/12/2007
- Publisher:
- SAGE Publications
- ISBN-10:
- 1412957621
- ISBN-13:
- 9781412957625
- Pub. Date:
- 09/12/2007
- Publisher:
- SAGE Publications
Unleashing the Potential of the Teenage Brain: Ten Powerful Ideas / Edition 1
by Barry Doran Corbin
Barry Doran Corbin
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Overview
Provides teachers with specific guidelines to establish an optimal learning environment for teenagers and offers case studies that illustrate how to translate theory into workable classroom practice.
Product Details
ISBN-13: | 9781412957625 |
---|---|
Publisher: | SAGE Publications |
Publication date: | 09/12/2007 |
Pages: | 168 |
Product dimensions: | 8.50(w) x 11.00(h) x 0.70(d) |
About the Author
Barry Corbin, M.Ed., is an educational consultant and part-time lecturer in the School of Education, Acadia University, Nova Scotia, Canada. He is recently retired from the Annapolis Valley Regional School Board, where he served for over 30 years as teacher, school administrator, curriculum and program consultant and staff developer. Barry has also served as consultant and advisor to several Department of Education initiatives for the province of Nova Scotia, Canada. In his last role with the AVRSB, he served as Youth Pathways and Transitions consultant where he was responsible for researching and developing alternate educational programs and pathways for under-achieving high school students. As an independent consultant, he frequently presents at professional development workshops and in-services on such topics as brain-compatible teaching and learning, multiple intelligences and learning styles, differentiated instruction, authentic assessment as well as collaborative/cooperative teaching strategies. His workshops are enthusiastically endorsed by those in attendance because he engages his audiences with many of the interactive strategies he advocates in his writing.
Barry holds a Bachelor of Science degree (geology) from Acadia University, a Bachelor of Education from the same institution and a Master of Education in Curriculum Development from St. Mary’s University in Halifax, Nova Scotia. He is the co-author of two high school social studies texts used in Atlantic Canada.
Table of Contents
AcknowledgmentsAbout the AuthorPart I. Discovering the Teenage Brain1. Introduction: The Creatures in the Classroom! Those Exasperating and Unfathomable TeenagersHow Do We Reach and Teach Those Unpredictable Teenage Brains?Wanted: A New Approach to Teaching Teenagers!Why Educators Need to Learn About the Teenage BrainBrain-Compatible Teaching and the New Science of LearningThe Emergence of a New Pedagogical Model2. Adolescence and the Teenage BrainWhat Is Different and How Do We Know?AdolescenceJust the Quick Facts!The Teenage BrainWhat We Had BelievedHow Neuroscience and Medical Technology Are Changing Our Ideas About the Teenage BrainThe Future of Brain Imaging3. Big Changes in the Teenage Brain: What We Have Learned and Are LearningThe Teenage BrainA Work in ProgressFrom Back to Front: Brain Growth, Neuron Proliferation and Pruning, Myelin DevelopmentWhat It All Means (We Think!)Looking Back at Part I : Reflection and ReviewPart II. Ten Powerful Ideas About the Brain and Learning and What It Means for Teaching the Teenage Brain4. Powerful Idea #1: Constructing New KnowledgeWhat Powerful Idea #1 Means for Teachers: Helping Teenagers Construct Personal MeaningHow It Might LookA Case Study: "Saving the Old Victoria Street School "Constructivist Teaching Strategies5. Powerful Idea #2: Different Ways of LearningBeing Smart Human IntelligencePreferred Ways of LearningOur Learning StylesWhat Powerful Idea #2 Means for Teachers: Teaching to Each Unique BrainUnleashing the Potential of the Teenage Brain: Six Things You Ought to DoHow It Might LookA Case Study: "Ms. Taylor's Meteorology Unit "6. Powerful Idea #3: Making Meaning, Connections, and PatternsWhat Powerful Idea #3 Means for Teachers: Developing Pattern Making and Detecting AbilitiesSome Strategies for You to ConsiderHow It Might LookA Case Study: "Mrs. Parasiuk's Poetry Class "7. Powerful Idea #4: Whole-Brain LearningLeft, Right, or Both Brains?What Powerful Idea #4 Means for Teachers: Effective Ways to Make Your Classroom Teaching Whole BrainHow It Might LookA Case Study: "Whole-Brain Assessment in Mr. Amos' Horticulture Class "8. Powerful Idea #5: Multiple Memory PathwaysDifferent Kinds of MemoryDeclarative Versus ProceduralLearning and MemoryWhat Powerful Idea #5 Means for Teachers: Using Multiple Memory PathwaysHow It Might LookA Case Study: "Mrs. Singh's Musical Science "9. Powerful Idea #6: Physical Activity and MovementExercise For the BrainWhat Powerful Idea #6 Means for Teachers: Utilizing Physical Activity to Enhance LearningHow It Might LookA Case Study: "Kinesthetic Learning in High School Biology "10. Powerful Idea #7: Memory, Learning, and EmotionToo Much or Too Little?The Impact of High Stress and ThreatBrain Attention and FocusMotivation and EngagementWhat Powerful Idea #7 Means for Teachers: Managing the Emotional Environment of the ClassroomHow It Might LookA Case Study: "The Affirmative Mr. Hawkes "11. Powerful Idea #8: Reflection and Self-AssessmentKnowing OneselfReflectionMetacognitionWhat Powerful Idea #8 Means for Teachers: Developing Reflective LearnersHow It Might LookA Case Study: "Feedback and Reflection in the Visual Arts Class "12. Powerful Idea #9: Social Interaction and LearningWhat Powerful Idea #9 Means for Teachers: Providing for Social Interaction and CollaborationHow It Might LookA Case Study: "A Jigsaw Activity in High School Political History "13. Powerful Idea #10: Time and TimingWhen Is the Best Time?An Optimal Time to LearnAn Optimal Time Pattern for LearningThe Optimal Times During the Learning EpisodeThe Optimal Times During the DayWhat Powerful Idea #10 Means for Teachers: Taking Advantage of Time and TimingHow It Might LookA Case Study: "Mrs. Gregory's Lesson Planning "Looking Back at Part II - Reflection and ReviewPart III. The Classroom Environment and What Teachers and Students Should Be Doing14. The Learning EnvironmentThe Physical EnvironmentThe Socioemotional EnvironmentThe Intellectual Environment15. The Brain-Compatible Teacher: Changing and Evolving RolesA Complex and Challenging Profession!The Teacher as Facilitator, Orchestrator, and ConductorThe Teacher as Coach and ModelThe Teacher as Continuous LearnerThe Teacher as Monitor, Assessor, and EvaluatorThe Teacher as a Resource16. Teenage Students: Higher Expectations and New RolesWhat We Want and Need From Our Teenage StudentsLooking Back at Part III - Reflection and ReviewPart IV. Now What? So What? Reflecting Upon What We Have Learned17. What Does It All Mean?A Quick Review: The Important Things We Have LearnedWhat Do We Need to Do to Help Teenagers Reach Their Potential?Some Final Thoughts: Opening Doorways to PossibilitiesWanted: An Epidemic for an IdeaGlossarySuggested ReadingsBibliographyIndexFrom the B&N Reads Blog
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