Igniting student potential : teaching with the brain's natural learning process / Angus M. Gunn, Robert W. Richburg, Rita Smilkstein. [print]

Includes bibliographies and index.

Acknowledgments -- About the authors -- =505 0\ PART 1: Research And Theory -- 1: Why this book? why now? -- Moral of the Maginot line -- Are our educational "guns" facing the wrong direction? -- Bloated curriculum -- Testing obsession -- Cultivating the latent ability of every student -- Life-altering teachers -- Classroom as a community -- Understanding is a key to hope -- Playful classroom -- Notes -- 2: How learning happens: the natural human learning process -- Students are natural learners -- Trying to find the way -- Research on the natural human learning process (NHLP) -- Using the missing link in math education -- If all students learn the same way, why are students' fates different? -- Person's fate: nature or nurture? -- Helping students see their potential: students' self-understanding -- Benefits of the NHLP researach and metacognitive knowledge -- All students have an innate potential and motivation to learn -- NHLP pedagogy -- Notes -- References -- 3: How the brain learns: student empowerment and potential -- Seven magic words -- Metacognition: basic facts about how the brain learns that everyone should know -- Motivation -- Creativity -- Emotions and the brain: fight or flight -- Constructivism -- Reasons students are not motivated in school -- Plasticity (neuroplasticity) -- No-fail first-stage learning tasks -- Examples of no-fail first-stage learning tasks -- Things that can make it go wrong -- Feeding the brain -- Opportunities to fulfill their potential -- Notes -- References -- =505 0\ PART 2: Classroom Applications -- 4: How tall am I? real-world math for early learners -- Transition from home to school -- Math friendly environment -- Math content for early grades -- Multiple intelligences and student potential -- Exploring outside the classroom -- Evaluation -- References -- 5: Can you build an igloo? understanding the past with elementary learners -- Discovering the past -- Beginning the unit -- Examining a distant place -- Inuit society today -- References -- 6: Where would you locate your castle? developing potential in early adolescent learners -- What are the relatively normal physical changes that occur with the beginning of puberty? -- How then would we teach? -- Justin's teacher -- Building relationships: the key to early adolescents -- Enriched environments -- Boredom reduces the adolescent brain -- Importance of play -- Opposite of play is stress -- Active learning and problem solving -- Connected learning -- Social learning -- Importance of emotion -- Where would you put your castle? a potential igniting teaching unit -- Acronym to help us remember these strategies -- Early adolescent needs a uniquely skilled, compassionate teacher -- Notes -- 7: What keeps satellites above earth? scientific investigations for teenage learners -- Teenage intellectual abilities -- Learning to use scientific methods -- Coral atolls -- Pendulum clocks -- Gravity -- Satellites -- Relativity -- References -- =505 0\ PART 3: Teacher Skills -- 8: Learning communities: falling empire and rising democracy -- Learning communities -- Models of learning communities -- Ask them method for assessment and engaged learning -- Igniting student potential -- Notes -- References -- 9: Assessment strategies that promote learning and ignite student potential -- Instructional sequence: Case 1 -- Instructional sequence: Case 2 -- What are the differences between Juan's and Mary's approaches to assessment? -- Informal feedback -- Making certain we are measuring what our students are learning -- Test considerations vs projects -- Notes -- Appendix A: Interest inventory -- Appendix B: Eporue -- Appendix C: Juan's classroom -- Appendix D: Using Juan's interest inventory to show group attitude change -- 10: Developing teachers who inspire their students -- What is different about instruction that allows the brain to learn in its most natural way? -- Why does this approach work? -- How do teacher skills differ in problem-solving instruction? -- Model preservice teacher training program: training teachers to teach with the brain's natural way of learning -- Candidate selection process -- Program structure -- Teacher education classroom as a laboratory -- More effective approach to the preservice education of teachers -- On-going professional development of teachers -- If the resources were available, what would a model professional development program look like? -- Lesson study: another professional development strategy -- Educare -- Conclusion -- Notes -- Index.

From the Publisher: Kindle students' excitement for learning with transformative, field-tested strategies and lessons! Students are natural thinkers and pattern-seekers who are born to learn. Tapping into their innate abilities is the key to engaging students in their own learning. This innovative guide helps teachers maximize student engagement and achievement by combining brain research, classroom applications, and teaching skills based on the Natural Human Learning Process (NHLP). Ideal for preservice and in-service teacher training and professional development, this superb resource covers: Working with diverse learners from PreK through high school and beyond; Curriculum applications and sample lessons across content areas, teaching methods, and learning styles; Research and theory, instructional planning and strategies, assessment, teaching for transfer, and more.

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