Cargando…
Unleashing the Potential of the Teenage Brain : Ten Powerful Ideas.
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.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2007.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn939262950 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 160213s2007 xx o 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCQ |d AU@ |d UKAHL |d OCLCQ |d LOA |d OCLCO |d OCLCF |d K6U |d OCLCO |d OCLCQ |d OCLCO |d OCLCL | ||
| 020 | |a 9781412957625 | ||
| 020 | |a 1412957621 | ||
| 029 | 1 | |a AU@ |b 000062375245 | |
| 035 | |a (OCoLC)939262950 | ||
| 050 | 4 | |a LB1060 |b .C673 2008 | |
| 082 | 0 | 4 | |a 370.15/23 |2 22 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Corbin, Barry Doran. | |
| 245 | 1 | 0 | |a Unleashing the Potential of the Teenage Brain : |b Ten Powerful Ideas. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2007. | ||
| 300 | |a 1 online resource (169 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a 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. | ||
| 505 | 0 | |a Cover -- Contents -- Acknowledgments -- About the Author -- Part I -- Discovering the Teenage Brain -- Chapter 1 -- Introduction: the Creatures in the Classroom! Those Exasperating and Unfathomable Teenagers -- How Do We Reach and Teach Those Unpredictable Teenage Brains? -- Wanted: A New Approach to Teaching Teenagers! -- Why Educators Need to Learn about the Teenage Brain -- Brain-Compatible Teaching and the New Science of Learning -- The Emergence of a New Pedagogical Model -- Chapter 2 -- Adolescence and the Teenage Brain-What is Different and How Do We Know? -- Adolescence-Just the Quick Facts! -- The Teenage Brain-What We had Believed -- How Neuroscience and Medical Technology are Changing Our Ideas about the Teenage Brain -- The Future of Brain Imaging -- Chapter 3 -- Big Changes in the Teenage Brain: What We have Learned and are Learning -- The Teenage Brain-A Work in Progress -- From Back to Front: Brain Growth, Neuron Proliferation and Pruning, Myelin Development -- What it all Means (We Think!) -- Looking Back at Part I-Reflection and Review -- Part II -- Ten Powerful Ideas about the Brain and Learning and What it Means for Teaching the Teenage Brain -- Chapter 4 -- Powerful Idea #1: Constructing New Knowledge -- What Powerful Idea #1 Means for Teachers: Helping Teenagers Construct Personal Meaning -- How it Might Look-A Case Study "Saving the Old Victoria Street School" -- Constructivist Teaching Strategies -- Chapter 5 -- Powerful Idea #2: Different Ways of Learning -- Being Smart-Human Intelligence -- Preferred Ways of Learning-Our Learning Styles -- What Powerful Idea #2 Means for Teachers: Teaching to Each Unique Brain -- Unleashing the Potential of the Teenage Brain-Six Things You Ought to Do -- How it Might Look-A Case Study "Ms. Taylor's Meteorology Unit" -- Chapter 6 -- Powerful Idea #3: Making Meaning, Connections, and Patterns. | |
| 505 | 8 | |a What Powerful Idea #3 Means for Teachers: Developing Pattern Making and Detecting Abilities -- Some Strategies for You to Consider -- How it Might Look-A Case Study "Mrs. Parasiuk's Poetry Class" -- Chapter 7 -- Powerful Idea #4: Whole-Brain Learning -- Left, Right, or Both Brains? -- What Powerful Idea #4 Means for Teachers: Effective Ways to Make Your Classroom Teaching Whole Brain -- How it Might Look-A Case Study "Whole-Brain Assessment in Mr. Amos's Horticulture Class" -- Chapter 8 -- Powerful Idea #5: Multiple Memory Pathways -- Different Kinds of Memory-Declarative Versus Procedural -- Learning and Memory -- What Powerful Idea #5 Means for Teachers: Using Multiple Memory Pathways -- How it Might Look-A Case Study "Mrs. Singh's Musical Science" -- Chapter 9 -- Powerful Idea #6: Physical Activity and Movement -- Exercise for the Brain -- What Powerful Idea #6 Means for Teachers: Utilizing Physical Activity to Enhance Learning -- How It Might Look-A Case Study "Kinesthetic Learning in High School Biology" -- Chapter 10 -- Powerful Idea #7: Memory, Learning, and Emotion -- Too Much or Too Little? -- The Impact of High Stress and Threat -- Brain Attention and Focus -- Motivation and Engagement -- What Powerful Idea #7 Means for Teachers: Managing the Emotional Environment of the Classroom -- How it Might Look-A Case Study "The 'Affirmative' Mr. Hawkes" -- Chapter 11 -- Powerful Idea #8: Reflection and Self-Assessment -- Knowing Oneself -- Reflection -- Metacognition -- What Powerful Idea #8 Means for Teachers: Developing Reflective Learners -- How it Might Look-A Case Study "Feedback and Reflection in the Visual Arts Class" -- Chapter 12 -- Powerful Idea #9: Social Interaction and Learning -- What Powerful Idea # 9 Means for Teachers: Providing for Social Interaction and Collaboration. | |
| 505 | 8 | |a How it Might Look-A Case Study "A Jigsaw Activity in High School Political History" -- Chapter 13 -- Powerful Idea #10: Time and Timing -- When is the Best Time? -- An Optimal Time to Learn -- An Optimal Time Pattern for Learning -- The Optimal Times During the Learning Episode -- The Optimal Times During the Day -- What Powerful Idea #10 Means for Teachers: Taking Advantage of Time and Timing -- How it Might Look-A Case Study "Mrs. Gregory's Lesson Planning" -- Looking Back at Part II-Reflection and Review -- Part III -- The Classroom Environment and What Teachers and Students should be Doing -- Chapter 14 -- The Learning Environment -- The Physical Environment -- The Socioemotional Environment -- The Intellectual Environment -- Chapter 15 -- The Brain-Compatible Teacher: Changing and Evolving Roles -- A Complex and Challenging Profession! -- The Teacher as Facilitator, Orchestrator, and Conductor -- The Teacher as Coach and Model -- The Teacher as Continuous Learner -- The Teacher as Monitor, Assessor, and Evaluator -- The Teacher as a Resource -- Chapter 16 -- Teenage Students: Higher Expectations and New Roles -- What We Want and Need from Our Teenage Students -- Looking Back at Part III-Reflection and Review -- Part IV -- Now What? So What?-Reflecting Upon What We have Learned -- Chapter 17 -- What Does it all Mean? -- A Quick Review: The Important Things We have Learned -- What Do We Need to Do to Help Teenagers Reach Their Potential? -- Some Final thoughts: Opening Doorways to Possibilities -- Wanted: An Epidemic for an Idea -- Glossary -- Suggested Readings -- Bibliography -- Index. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Learning, Psychology of. | |
| 650 | 0 | |a Teenagers |x Education. | |
| 650 | 0 | |a Effective teaching. | |
| 650 | 0 | |a Adolescent psychology. | |
| 650 | 0 | |a Brain |x Growth. | |
| 650 | 2 | |a Psychology, Adolescent | |
| 650 | 6 | |a Psychologie de l'apprentissage. | |
| 650 | 6 | |a Adolescents |x Éducation. | |
| 650 | 6 | |a Enseignement efficace. | |
| 650 | 6 | |a Adolescents |x Psychologie. | |
| 650 | 6 | |a Cerveau |x Croissance. | |
| 650 | 7 | |a Adolescent psychology |2 fast | |
| 650 | 7 | |a Brain |x Growth |2 fast | |
| 650 | 7 | |a Effective teaching |2 fast | |
| 650 | 7 | |a Learning, Psychology of |2 fast | |
| 650 | 7 | |a Teenagers |x Education |2 fast | |
| 758 | |i has work: |a Unleashing the potential of the teenage brain (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGrTmY6m7Fy6JD8YpvbY4C |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Corbin, Barry Doran. |t Unleashing the Potential of the Teenage Brain : Ten Powerful Ideas. |d Thousand Oaks : SAGE Publications, ©2007 |z 9781412957625 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1994124 |z Texto completo |
| 936 | |a BATCHLOAD | ||
| 938 | |a Askews and Holts Library Services |b ASKH |n AH29117203 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1994124 | ||
| 994 | |a 92 |b IZTAP | ||