no information available
Brain Based Teaching With Adolescent Learning in Mind addresses adolescent learning and its implications and applications for curriculum design and research-based instruction Glenda Crawford connects new research tthe larger picture of students social, emotional, and intellectual needs and points tproductive ways thelp adolescents learn and succeedThis resource acknowledges the wide range of differences that new century adolescents bring tclassrooms The author offers lesson examples that easily differentiate for very individual brains of students whhave varying cultural backgrounds, levels of English language proficiency, background experiences and prior knowledge, and individual abilities and interests Readers will find key concepts related tadolescent learning, including metacognition, motivation, social cognition, and self-regulation Educators will learn about linking instruction trelevant issues and reality-based problems, and about student-directed inquiry, interpretation, debate and analysis, technological access, cooperative learning and global collaboration Standards-based content examples and scenarios focus on the elements of relevance, active learning, content depth, collaboration, inquiry, challenge, student ownership, ongoing assessment, and guided reflection The Adolescent-Centered Teaching (ACT) Models in each chapter illustrate this framework, with emphasis on: Essential content understandings Strategies for inquiry Adolescent motivation and challenge through intriguing and authentic events, problems and questions Teachers serving as active facilitator as students become progressively self-directed Metacognitive development and assessment, during which adolescents are involved in evaluation, reflection, and the transfer of learning tcomparable and extended experiences Technology connectionsMultiple examples illustrate these interacting social, affective, and cognitive dimensions of an environment that is conducive tadolescent learning This handbook alsprovides strategies for promoting transfer of learning tnew contexts and more practical ideas for putting brain-based, adolescent-centered teaching intpractice
