Setting the Stage
Delivering the Plan Using the Learner's Brain Model
Nonfiction, Reference & Language, Education & Teaching, Administration, Teaching, Teaching Methods
| Author: | Mario C. Barbiere | ISBN: | 9781475837254 |
| Publisher: | Rowman & Littlefield Publishers | Publication: | May 4, 2018 |
| Imprint: | Rowman & Littlefield Publishers | Language: | English |
| Author: | Mario C. Barbiere |
| ISBN: | 9781475837254 |
| Publisher: | Rowman & Littlefield Publishers |
| Publication: | May 4, 2018 |
| Imprint: | Rowman & Littlefield Publishers |
| Language: | English |
Setting the Stage promotes a “Learner’s Brain Model” using brain research to understand the nature to the learner so teachers can develop lessons based on the nature of the learner. There is also a focus on student self-regulation. The first chapter is devoted to the nature of the learner so teachers and administrators can begin a reflection process of determining what they do and how the learner learns to see if there is a match between what is taught and how it will be processed. Too often low student achievement and school turnaround is focused on “fixing” teachers and not on understanding the learner enabling teachers to adapt their strategies more effectively. Strategies which address student learning lead to more effective lessons. Following the nature of the learner, subsequent chapters discuss planning lessons that make sense and have meaning so the information gets stored in long term memory. Once information is in long-term memory, it is retrievable for use. Strategies are provided throughout the book supported by brain research to help teachers plan lessons.
Setting the Stage promotes a “Learner’s Brain Model” using brain research to understand the nature to the learner so teachers can develop lessons based on the nature of the learner. There is also a focus on student self-regulation. The first chapter is devoted to the nature of the learner so teachers and administrators can begin a reflection process of determining what they do and how the learner learns to see if there is a match between what is taught and how it will be processed. Too often low student achievement and school turnaround is focused on “fixing” teachers and not on understanding the learner enabling teachers to adapt their strategies more effectively. Strategies which address student learning lead to more effective lessons. Following the nature of the learner, subsequent chapters discuss planning lessons that make sense and have meaning so the information gets stored in long term memory. Once information is in long-term memory, it is retrievable for use. Strategies are provided throughout the book supported by brain research to help teachers plan lessons.
