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

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  • Formaat: PDF+DRM
  • Ilmumisaeg: 02-Apr-2013
  • Kirjastus: Corwin Press Inc
  • Keel: eng
  • ISBN-13: 9781452285092
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Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6-12Suurem pilt
  • Formaat: PDF+DRM
  • Ilmumisaeg: 02-Apr-2013
  • Kirjastus: Corwin Press Inc
  • Keel: eng
  • ISBN-13: 9781452285092
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Banish boredom once and for all!

If your STEM lessons are falling on disinterested ears, its 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 youll 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, youll energize classroom time and keep your students on task and engagedevery 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

Arvustused

"This book links a wealth of best practices in lesson design to the latest research on how the brain learns new information. It is a must for all educators involved in building effective lessons." -- Edward C. Nolan, PreK-12 Content Specialist, Mathematics "This book provides a different perspective on how learning takes place. The authors provide unique insights into some of the obstacles to student learning in science and mathematics. The authors strategies should provide classroom teachers with new tools and a fresh perspective on designing enhanced learning experiences for their students." -- Patricia Waller, Educational Consultant and Retired Science Educator "The success of this book lies in the fact that this is a practitioners voice, simple, concrete and easy to follow. The engaging lesson framework provides easy access to other practitioners on how." -- Rosalind LaRocque, Professional Development Coordinator "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, Middle School Science Instructor "This book offers real strategies to activate and invigorate learning in real students in real science and math classrooms." -- Loukea N. Kovanis-Wilson, Chemistry Instructor

Foreword ix
Preface xi
Acknowledgments xvi
About the Authors xx
Chapter 1 The Recipe for an Engaged Brain
1(19)
The Recipe for Student Engagement
3(4)
Recipes as Frameworks
7(2)
Using Your Engagement Monitor
9(1)
Engagement: An Overt and Covert Operation
10(3)
You Can Lead Students to Class, but Can You Make Them Think?
13(2)
Chapter 1 3-2-1 Exit Ticket
14(1)
Engaging Professional Development Tasks
15(1)
References
16(4)
Chapter 2 Building Background Knowledge
20(24)
Using Models to Build Background Knowledge
21(4)
A Road Map of the Brain
25(5)
The Nuts and Bolts
30(2)
Engaging the Students With Vocabulary
32(7)
Wage a Bet
32(4)
Beach Ball Vocabulary
36(1)
Word Wall
37(1)
Write It, Draw It, Apply It
38(1)
Pandora's Box
39(2)
Chapter 2 Concept Development Exit Ticket
40(1)
Engaging Professional Development Tasks
41(1)
References
41(3)
Chapter 3 Prime the Brain: Activate Prior Knowledge
44(23)
The Deafening Sound of Silence
44(1)
Making Student Brains More Efficient
45(1)
Getting Better Encoding, Retention, and Recall
46(14)
Brainstorming
47(2)
Concept Maps, Knowledge Maps, and Mind Maps
49(3)
How Gossip Makes for Better Learning
52(2)
A Golden Oldie: The KWL Chart
54(2)
It's All in How You Ask the Question
56(4)
Link to the Recipe for Engagement
60(2)
Chapter 3 "Fist List" Exit Ticket
61(1)
Engaging Professional Development Tasks
62(1)
References
63(4)
Chapter 4 Captivate With Novelty
67(28)
In the Classroom, Novelty Is the Spice of Life
68(8)
The Reticular Activating System
69(1)
The Amazing Amygdala
70(1)
Dopamine
71(1)
The Cingulate Gyrus and Prefrontal Cortex
72(1)
In Need of an Antacid Tablet?
73(3)
Emotionally Charged Events
76(13)
Lessons Learned From Olympic Figure Skating
76(3)
Using Music
79(7)
Movement With a Purpose
86(3)
Goldilocks and the Three Bears: Novelty in Moderation
89(1)
Chapter 4 Exit Ticket
89(1)
Engaging Professional Development Tasks
90(1)
References
91(4)
Chapter 5 Why Do We Need to Know This? Establishing Relevance
95(29)
How Is Relevance Good for the Brain? A Mouse Tale
97(3)
How Can I Make Learning Behaviorally Relevant?
100(18)
Essential Questions
100(4)
Engaging Scenarios
104(4)
Student Choice
108(6)
Game-Like Activities and Inconsequential Competition
114(4)
Link to the Recipe for Engagement
118(2)
Chapter 5 Exit Ticket
119(1)
Engaging Professional Development Tasks
120(1)
References
121(3)
Chapter 6 Too Much, Too Fast: Maintaining an Engaging Pace
124(29)
Input and Quantity Limitations
124(5)
Glucose
125(1)
Synaptic Adhesion
125(1)
Protein Recycling
126(1)
Working Memory
126(1)
The Hippocampus
127(2)
Press and Release
129(15)
Chunking
131(6)
Discussion Circles
137(3)
Choice Boards
140(2)
Jigsaw
142(2)
What to Do Between Chunks?
144(3)
Think-Pair-Share
144(1)
Personal Response Systems
144(1)
Cubing
145(2)
Too Much, Too Fast
147(1)
Chapter 6 Exit Ticket
147(1)
Engaging Professional Development Tasks
148(1)
References
149(4)
Chapter 7 Make Learning a Long-Lasting, Invigorating Experience
153(22)
It's as if They Were Never Even in Class
154(5)
Forgetting
155(1)
Is This Worth Remembering?
155(2)
Rough Drafts
157(1)
Thinking Leads to Remembering
157(2)
Checking for Understanding
159(4)
Active Student Responding
160(3)
Reading
163(3)
Prereading
163(1)
During Reading
164(1)
After Reading
165(1)
Closure Activities
166(4)
A Watched Pot Never Boils... and This Is a Good Thing
170(1)
Chapter 7 Exit Ticket
170(1)
Engaging Professional Development Tasks
171(1)
References
172(3)
Chapter 8 Building an Engaging Science or Mathematics Lesson and Unit
175(14)
Using the Recipe to Build an Engaging Lesson
176(3)
Using the Recipe to Build an Engaging Unit
179(2)
A Recipe for Diversity
181(4)
Learned Helplessness or Unmotivated Learners
181(1)
Learning Disabilities
182(1)
Attention-Deficit/Hyperactivity Disorder
183(1)
English-Language Learners
184(1)
Gifted Students
184(1)
Taste Testing the Recipe
185(2)
Chapter 8 Exit Ticket
187(1)
Engaging Professional Development Tasks
187(1)
References
188(1)
Appendix A Unit Instructional Plan 189(3)
Appendix B Daily Lesson Plan 192(3)
Index 195
Dr. John Almarode is a bestselling author and an Associate 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. Before his academic career, John started as a mathematics and science teacher in Augusta County, Virginia. As an author, John has written multiple educational books focusing on science and mathematics, and he has co-created a new framework for developing, implementing, and sustaining professional learning communities called PLC+. Dr. Almarodes work has been presented to the US Congress, the Virginia Senate, and the US Department of Education. John and his colleagues have also focused a lot of attention on the process of implementation taking evidence-based practices and moving them from intention to implementation, potential to impact through a series of on-your-feet-guides around PLCs, Visible Learning, Visible Teaching, and the SOLO Taxonomy.

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
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