The ultimate guide to creating environments for optimal learning
With all the recent updates and advances in education and the cognitive sciences, its crucial that we update and advance how we teach. It is time for our practices to reflect a focus on the way people think and learn rather than solely on the product of that learning.
This new edition of the bestselling The Brain-Targeted Teaching® (BTT) Model effectively bridges science and practice by providing educators and other professionals with a cohesive, six-step pedagogical framework of effective and practical instruction informed by the latest research. Ideal for any setting where learning is a priority, inside you'll discover
- A step-by-step process for designing learning units that integrate the acquisition of content and skills like creative thinking, problem-solving, and real-world applications
- An in-depth exploration of the vital relationship between mind and body with a special focus on the role of the arts in cognition and learning
- Work samples, lesson plans, and "expert practitioner" tips from educators and other professionals who have used the BTT model in their classrooms or workspace
- New chapters on culturally-relevant pedagogy, parenting and homeschooling, technology and virtual reality, and the use of the BTT Model in research studies worldwide.
Easily applicable to all age levels and content areas, The Brain-Targeted Teaching Model helps you focus on what is proven to work and provides you with the tools and examples you need to apply it with confidence.
List of Expert Practitioners by
Chapter
Foreword to the Second Edition by Tracey Tokuhama-Espinosa, PhD
Foreword to the First Edition by Martha Bridge Denckla, MD
Preface
Acknowledgments
About the Author
Introduction: The Emerging Field of Neuroeducation
Chapter 1: Information From the Neuro- and Cognitive Sciences That Educators
Should Know: Separating Neuromyth From Neuroscience
Neuromyth in Education
Important Themes From the Neuro- and Cognitive Sciences That Educators
Should Know
Chapter 2: Brain Structure and Function
Brain Facts
Hemispheric Differences
From Research to Practice
Chapter 3: The Brain-Targeted Teaching® Model
Overview of the Brain-Targeted Teaching® Model
Chapter 4: Brain-Target One: Establishing the Emotional Climate for Learning
Neural Systems Underlying Emotion
Effects of Stress on Learning
The Impact of Positive Emotions
Emotions and the Adolescent
Emotions in the Work Environment
Implementing Brain-Target One: Establishing the Emotional Climate for
Learning
Chapter 5: Brain-Target Two: Creating the Physical Learning Environment
Attention and Novelty
The Effects of Environmental Features on Attention and Learning
The Effects of Movement on Attention
Chapter 6: Brain-Target Three: Designing the Learning Experience
Cognitive Development and Big-Picture Thinking
Planning a Brain-Targeted Teaching® Learning Unit
Use of Graphic Organizers in the Brain-Targeted Teaching® Model
Chapter 7: Brain-Target Four: Teaching for Mastery of Content, Skills, and
Concepts
Learning and Memory
Neurobiology of Learning and Memory
Arts Integration for Mastery of Content, Skills, and Concepts
Pedagogical Strategies for Forming Strong Memories
Brain-Targeted Teaching® Learning Units
Chapter 8: Brain-Target Five: Teaching for the Extension and Application of
KnowledgeCreativity and Innovation in Education
21st Century Skills
What Do the Brain Sciences Tell Us About Creativity?
Content Versus Process in the 21st Century Skills Movement
What Does This Mean for Teachers?
Chapter 9: Brain-Target Six: Evaluating Learning: Evaluation of and for
Learning
Research to Practice: Evaluation to Enhance Learning
Multiple Kinds of Assessments
Chapter 10: Implementing the Brain-Targeted Teaching® Model in Schools,
Workspaces, and Beyond
Brain-Targeted Teaching® Model in Schools and the Workplace: Getting
Started
What Does Implementation of the Brain-Targeted Teaching® Model Look Like?
Chapter 11: Culturally Relevant Pedagogy Meets Brain-Targeted Teaching® in
Online and Hybrid Learning Environments by Ranjini JohnBull and Mariale
Hardiman
Brain-Targets One and Two: The Culturally Relevant Emotional and Physical
Environments
Brain-Targets Three and Four: Culturally Relevant Learning Design and
Teaching for Mastery
Brain-Targets Five and Six: Culturally Relevant Application of Knowledge
and Assessment for Learning in the Real World
Igniting Equitable Online and Hybrid Learning Through the Brain-Targeted
Teaching® Model and Culturally Relevant Pedagogy
Chapter 12: Implementing the Brain-Targeted Teaching® Model at Home and
Out-of-School Learning by Clare OMalley Grizzard, Jacqueline Renfrow, and
Mariale Hardiman
Brain-Target OneThe Emotional Climate for Learning
Brain-Target TwoThe Physical Learning Environment
Brain-Target ThreeBig-Picture Concepts: Understanding the Why
Brain-Target FourTeaching for Mastery of Content, Skills, and Concepts
Brain-Target FiveTeaching for Extension and Application of Knowledge
Brain-Target SixTeaching for Evaluation
Chapter 13: Technology Supporting the Implementation of the Brain-Targeted
Teaching® Model by David Toia, Katherine Fu, and Mariale Hardiman
Part 1: Virtual Reality and the Brain-Targeted Teaching® Model by David
Toia
Part 2: Technology in Education: Artificial Intelligence (AI), Virtual
Reality (VR), and Beyond by Katherine Fu
Chapter 14: Review of Research on the Brain-Targeted Teaching® Model:
Evidence From National and International Studies by Katherine Fu and Mariale
Hardiman
The Brain-Targeted Teaching® Model in Professional Learning Studies
The Brain-Targeted Teaching® Model in Early Childhood Studies
The Brain-Targeted Teaching® Model in Higher Education Studies
The Brain-Targeted Teaching® Model in Second Language Studies
The Brain-Targeted Teaching® Model in Online Teaching
Applications of Brain-Targeted Teaching®
Chapter 15: Last Words by Mariale Hardiman
The Brain-Targeted Teaching® Model in Teacher Preparation Programs: A
Story From a Teacher Educator
Appendix I: The Brain-Targeted Teaching® Model Implementation Checklist
Appendix II: Sample Learning UnitHatchet
Appendix III: Sample Learning UnitGenetics & Heredity
Appendix IV: Concept Maps for the Sample Units Hatchet and Genetics and
Heredity
References
Index
Dr. Mariale M. Hardiman is Professor Emeritus at Johns Hopkins University in Baltimore, MD. Her work has contributed to advancing the field of neuroeducation through various roles including professor, researcher, school principal, consultant, and author of books, book chapters, journal articles, and multi-media presentations. She founded the Neuro-Education Initiative and the Mind, Brain, and Teaching programs at the Johns Hopkins University School of Education. Through academic courses and professional development, her work connects research from the learning sciences with teaching and learning strategies for professionals in education and related fields. She has conducted pioneering research on the effects of arts integration on long-term retention of academic content. She also examined how knowledge of the learning sciences influences teaching practices and efficacy beliefs. Her National Science Foundation-funded research investigated teachers perception of creative thinking strategies and creativity assessments. Additionally, Hardimans administrative roles at the Johns Hopkins School of Education include Department Chair, Vice Dean of Academic Affairs, and two appointments as Interim Dean.
In her time as a school principal in Baltimore City, Hardiman developed a teaching framework, the Brain-Targeted Teaching® Model that promotes arts integration and creative problem-solving. Hardiman presents her work nationally and internationally on topics related to the intersection of research in the learning sciences with effective teaching, leading, and learning. Her research on arts integration has been featured in various popular news outlets including the New York Times, Forbes, Psychology Today, Pacific Standard and Southern Living.
Hardiman can be reached at mmhardiman@jhu.edu
Visit her website www.braintargetedteaching.org
