Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6-12

Engaging the Student Brain in Science and Mathematics
1. Auflage 2013
ISBN: 978-1-4522-1802-1
Verlag: SAGE Publications

Buch, Englisch, 224 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 431 g

Banish boredom once and for all!

If your STEM lessons are falling on disinterested ears, it's time to mix things up. What you need are more engaging, brain-based science and math strategies to captivate your students' attention, activate their prior knowledge, and invigorate their interest.

Blending current research on the student brain with practical methods for teaching science and math, John Almarode and Ann M. Miller identify six essential "ingredients" in a recipe for student success. In their book you'll discover
- A customizable framework you can use right away
- Classroom-ready, content-specific attention grabbers
- Overt and covert strategies to boost behavioral, emotional, and cognitive engagement
- Techniques for making relevant connections that maximize retention

With this new approach to captivating STEM lessons, you'll energize classroom time and keep your students on task and engaged—every day.

"This book links a wealth of best practices in lesson design to the latest research on how the brain learns new information."
—Edward C. Nolan, PreK-12 Content Specialist, Mathematics
Montgomery County Public Schools, Rockville, MD

"This book is a must-read for teachers of math or science who want to increase student achievement and create meaningful learning experiences!"
—Melissa Miller, Science Instructor
Lynch Middle School, Farmington, AR

Autoren/Hrsg.

Almarode, John T.

Miller, Ann M.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

Foreword
Preface
Acknowledgments
About the Authors
1. The Recipe for an Engaged Brain
The Recipe for Student Engagement
Recipes as Frameworks
Using Your Engagement Monitor
Engagement: An Overt and Covert Operation
You Can Lead Students to Class, but Can You Make Them Think?
Chapter 1: 3-2-1 Exit Ticket
Engaging Professional Development Tasks
References
Engaging Professional Development Tasks
2. Building Background Knowledge
Using Models to Build Background Knowledge
A Road Map of the Brain
The Nuts and Bolts
Engaging the Students With Vocabulary
Pandora's Box
Chapter 2: Concept Development Exit Ticket
Engaging Professional Development Tasks
References
3. Prime the Brain: Activate Prior Knowledge
The Deafening Sound of Silence
Making Student Brains More Efficient
Getting Better Encoding, Retention, and Recall
Link to the Recipe for Engagement
Chapter 3: "Fist List" Exit Ticket
Engaging Professional Development Tasks
References
4. Captivate With Novelty
In the Classroom, Novelty Is the Spice of Life
Emotionally Charged Events
Goldilocks and the Three Bears: Novelty in Moderation
Chapter 4: Exit Ticket
Engaging Professional Development Tasks
References
5. Why Do We Need to Know This? Establishing Relevance
How Is Relevance Good for the Brain? A Mouse Tale
How Can I Make Learning Behaviorally Relevant?
Link to the Recipe for Engagement
Chapter 5: Exit Ticket
Engaging Professional Development Tasks
References
6. Too Much, Too Fast: Maintaining an Engaging Pace
Input and Quantity Limitations
Press and Release
What to Do Between Chunks?
Too Much, Too Fast
Chapter 6: Exit Ticket
Engaging Professional Development Tasks
References
7. Make Learning a Long-Lasting, Invigorating Experience
It's as if They Were Never Even in Class
Checking for Understanding
Reading
Closure Activities
A Watched Pot Never Boils. and This Is a Good Thing
Chapter 7: Exit Ticket
Engaging Professional Development Tasks
References
8. Building an Engaging Science or Mathematics Lesson and Unit
Using the Recipe to Build an Engaging Lesson
Using the Recipe to Build an Engaging Unit
A Recipe for Diversity
Taste Testing the Recipe
Chapter 8: Exit Ticket
Engaging Professional Development Tasks
References
Appendix A Unit Instructional Plan
Appendix B Daily Lesson Plan
Index

Über Autor(innen)

Miller, Ann M.
Ann M. Miller has had the privilege of working as an educator and staff developer for many years. She is currently the Coordinator of Elementary Instruction and Professional development K-12 for Waynesboro Public Schools. Ann began her career teaching Special Education for Cayuga-Onondaga BOCES in Cayuga County, New York. She focused her efforts on emotionally disturbed students before making a successful transition to the position of Instructional Specialist. Ann became a member of an elite team of staff development leaders where her enthusiasm, knowledge and approachable style helped to develop strong productive learning communities within nine different school divisions. Her extensive knowledge about teaching, student engagement and how children learn has provided a strong instructional foundation needed to design, facilitate and implement relevant and meaningful learning opportunities for a wide range of audiences. Ann truly loves her career but she would be the first to tell you how truly blessed she is to have a loving and supportive husband, three caring children, and four terrific grandchildren. Everyone should be so lucky

Almarode, John T.
John Almarode is a professor of education at James Madison University. He was awarded the inaugural Sarah Miller Luck Endowed Professorship in 2015 and received an Outstanding Faculty Award from the State Council for Higher Education in Virginia in 2021. John started as a mathematics and science teacher in Augusta County, Virginia. John has written multiple books, book chapters, papers, and reports. His collaborative work with colleagues on what works best in teaching and learning includes How Tutoring Works, Visible Learning in Early Childhood, and How Learning Works, all with Corwin Press.

John Almarode began his career teaching inclusive mathematics, physics, and chemistry. He then taught math and science at a Governor’s School for three years. As a mathematics and science teacher, John created an innovative and unique experience for each of his students, matching instruction with how the brain learns. After three years of training with Eric Jensen, John became certified by the Jensen Learning Corporation. As a staff developer, John has presented locally, regionally, nationally, and internationally on the role of brain research in education. He has worked with thousands of teachers, dozens of school districts, and multiple organizations. John has authored several publications on brain-based learning and recently published a children’s book to help parents and educators inform students about their amazing brains. John just completed his doctorate at the University of Virginia where he taught courses on Science in the Elementary Classroom and Contemporary Issues in Education. John recently accepted a faculty assignment at James Madison University. He continues to provide staff development workshops all over the world. Visit www.thebrainway.com for more information.

Ann Miller is currently the K-12 Coordinator of Professional Development and Elementary Instruction for Waynesboro Public Schools. Ann has a strong teaching and leadership background. She received her undergraduate and master’s degrees from the State University of Oswego in New York before going on to complete her Certification of Administration from the State University of New York in Cortland. Ann dedicated most of her teaching career to special education students where her efforts were mainly on emotionally disturbed students before making a successful transition to the position of Instructional Specialist. Ann became a member of an elite team of staff development leaders where her enthusiasm and approachable style help to develop strong productive learning communities within their nine component districts. Over the years Ann’s firm belief to stay on the cutting edge of instructional strategies encouraged her to attend, study and train Differentiated Instruction, Cooperative Learning, Baldrige Quality Tools, Classroom Instruction that Works, Mentoring, Win-Win Discipline, and Essential Elements of Instruction. Although these are just a few areas of study, this wealth of knowledge has provided the strong instructional foundation needed to design and present relevant and meaningful learning opportunities. She understands the challenges of education and is committed to the implementation of quality staff development programs that promote student achievement as well as the recruitment and retention of quality teachers and school administrators.