This book is designed to help teachers take the mystique out of the CCSS and to be able to apply some immediate brain-compatible strategies in their classrooms. It provides some "soft answers" for school administrator to help teachers to be successful as they implement the changes that are required by the CCSS. The new standards are awash with terms that indicate that this initiative is more about deeper learning and thinking and how students can apply what they learn in school to their out-of-school experiences. Findings from neuroscience support this new direction and will be discussed throughout the book.…mehr
This book is designed to help teachers take the mystique out of the CCSS and to be able to apply some immediate brain-compatible strategies in their classrooms. It provides some "soft answers" for school administrator to help teachers to be successful as they implement the changes that are required by the CCSS. The new standards are awash with terms that indicate that this initiative is more about deeper learning and thinking and how students can apply what they learn in school to their out-of-school experiences. Findings from neuroscience support this new direction and will be discussed throughout the book.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Pamela Nevills is first and foremost a teacher of children and adults. Her passion for teaching includes a full range of educator experiences from teaching in the primary grades, to teaching middle and high school, to being a teacher supervisor and instructor in university undergraduate, graduate, and doctoral programs. She participates in local, state, and national educational committees in the area of special education. As a two-time member of the instructional textbook selection committee for reading in the state of California, she brings expert knowledge of how children learn to read, and the materials teachers can use to follow the science of reading. Her passion for the cognitive and neurological aspects of reading stems from interactions with Dr. Pat Wolfe. Nevills is a national and international speaker and consultant on topics that include reading standards according to the Common Core; brain development from infancy to adulthood; all aspects of cognitive, neurological involvement for reading; and school management and design for teaching reading. Writing became a part of Nevills's work as she published for newsletters, the state of California, the Journal of Staff Development, and Corwin. Her involvement also includes research and studies for church organizations and an advisory board position for preschool. To contact Pamela Nevills, please email panevills@earthlink.net..
Inhaltsangabe
Preface 1. Teaching Can Be Like This Different Expectations Real School Examples School Organization and Student Learning Another Strong Example A Brilliant Time to be in Education 2. Teaching that Looks Different Common Core - What is so New? Prepare Teachers How Teachers Learn to Do What They Do Learning to Learn School Revolution Supported by Brain Science Premium School Practices The Traditional Lesson Plan A New Lesson Plan Design A Different Teacher Evaluation Trying Something Different It Matters How Students Feel about School 3. The Common Core Explained in Common Terms Neuroscience Provides Answers Some Basic Information Know the Players Look at Assessments Common Core Assessment Designers Other Organizations Have Their Say Deeper Learning Defined Next-Generation Assessments and Bloom¿s Taxonomy The Common Core Standards in Common Language Common Core for Literacy Deeper Learning for ELA What Literacy Standards do not Address Common Core for Mathematics Next Generation Science Standards More Scientists, Engineers, and Mathematicians Needed Questionable Reviews for NGSS What is Still Needed? 4. How Learning Happens Learning About Learning Basic Brain Structures The Site of Working Memory The Sensory Input Systems Filtering Systems Neuroplasticity Stimulating Classrooms Memory Systems Procedural Memory Semantic Memory Other Memory and Drill Practices Deep Learning and Inner Connectivity 5. So Many Ways to Learn: What Teachers are Doing A Bold Approach to Lesson Planning Planning Questions 6. So Many Ways to Learn: What Students Do Build in Brain Practices Experience Concentrating The Brain - A Pattern Seeking Organ Rhyming, Rhythms, and Chants Thinking Maps Expanding Questions Leading and Guiding Questions Self Monitoring and Metacognition A Study and Practice Episode Thinking with the Brains CEO Developing Critical Thinkers Critical Thinking Skill Development through Metacognition Use of Media Technology One Last Useful Idea 7. Powerful Staff Development for Adult Learners Staff Development, As Usual Lost Impact from Training Look to Teachers first Research and Professional Development Core Professional Development Practices Staff Development, Responding to the Common Core Teachers as Learners Teachers as Leaders among their Peers Teachers as Leaders for Student Learning Close the Gap 8. Systems Change Education Valued Learning is Performance Leadership and Student Learning Soft, Definite Systems Change What Districts are Doing Focus on Student Learning Include all Stakeholders District Roadmap of Support Social Relationships and Educational Change Support Resources Still to be Resolved Problems and Answers 9. Explain the Learning Brain References
Preface 1. Teaching Can Be Like This Different Expectations Real School Examples School Organization and Student Learning Another Strong Example A Brilliant Time to be in Education 2. Teaching that Looks Different Common Core - What is so New? Prepare Teachers How Teachers Learn to Do What They Do Learning to Learn School Revolution Supported by Brain Science Premium School Practices The Traditional Lesson Plan A New Lesson Plan Design A Different Teacher Evaluation Trying Something Different It Matters How Students Feel about School 3. The Common Core Explained in Common Terms Neuroscience Provides Answers Some Basic Information Know the Players Look at Assessments Common Core Assessment Designers Other Organizations Have Their Say Deeper Learning Defined Next-Generation Assessments and Bloom¿s Taxonomy The Common Core Standards in Common Language Common Core for Literacy Deeper Learning for ELA What Literacy Standards do not Address Common Core for Mathematics Next Generation Science Standards More Scientists, Engineers, and Mathematicians Needed Questionable Reviews for NGSS What is Still Needed? 4. How Learning Happens Learning About Learning Basic Brain Structures The Site of Working Memory The Sensory Input Systems Filtering Systems Neuroplasticity Stimulating Classrooms Memory Systems Procedural Memory Semantic Memory Other Memory and Drill Practices Deep Learning and Inner Connectivity 5. So Many Ways to Learn: What Teachers are Doing A Bold Approach to Lesson Planning Planning Questions 6. So Many Ways to Learn: What Students Do Build in Brain Practices Experience Concentrating The Brain - A Pattern Seeking Organ Rhyming, Rhythms, and Chants Thinking Maps Expanding Questions Leading and Guiding Questions Self Monitoring and Metacognition A Study and Practice Episode Thinking with the Brains CEO Developing Critical Thinkers Critical Thinking Skill Development through Metacognition Use of Media Technology One Last Useful Idea 7. Powerful Staff Development for Adult Learners Staff Development, As Usual Lost Impact from Training Look to Teachers first Research and Professional Development Core Professional Development Practices Staff Development, Responding to the Common Core Teachers as Learners Teachers as Leaders among their Peers Teachers as Leaders for Student Learning Close the Gap 8. Systems Change Education Valued Learning is Performance Leadership and Student Learning Soft, Definite Systems Change What Districts are Doing Focus on Student Learning Include all Stakeholders District Roadmap of Support Social Relationships and Educational Change Support Resources Still to be Resolved Problems and Answers 9. Explain the Learning Brain References
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