Brain Framing

Brain Framing Review

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Brain Framing is a book of ideas for thinking about thinking in the classroom, ideas to help us frame the brains of students in ways that are productive, powerful, and personal. This book will help teachers to engage brains in three fresh ways: framing student learning into more personalized experiences that utilize new research on the brain, the body, and the spirit; creating brain-friendly classroom environments that link sensory and cognitive experiences in ways that reduce stress for both the teacher and the student; and organizing content into meaningful chunks and layers that fit into the unique frames of students brains. Filled with a variety of new teaching strategies, curriculum-enhancing ideas, lesson-planning samples and reproducible templates based on current scientific research, Brain Framing is the perfect resource for any teacher who wants to begin planning with the brain in mind.

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Learning with the Brain in Mind

Learning with the Brain in Mind Review

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Learning with the Brain in Mind explores recent findings in neuroscience and combines them with learning theory in three crucial and interconnected ways: attention, emotions, and memory. McNeil explains how attention is the foundation for intellectual development as part of an essential survival strategy, how emotional relationships are the basis for brain growth and the acquisition of cognitive and social skills, and how memory has important influences on the sense of self and therefore on learning. The book provides:

• Evidence of the controversial impacts of diet, television, and mineral supplements on learning, both at school and at home
• Examples from three research studies offering insights into students' attitudes to life and learning in school
• Practical strategies that help students to learn in more effective ways

Promoting new thinking about learning and innovative strategies that arise from our understanding of how the brain works, this book will be of interest to teachers, parents, and other educators who want to enhance children's learning.

Frank McNeil was director of the National School Improvement Network at the Institute of education, and a former headteacher, principal inspector for an outer London LEA, and an Ofsted Registered inspector.

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Your Brain on Childhood: The Unexpected Side Effects of Classrooms, Ballparks, Family Rooms, and the Minivan

Your Brain on Childhood: The Unexpected Side Effects of Classrooms, Ballparks, Family Rooms, and the Minivan Review

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Your Brain on Childhood: The Unexpected Side Effects of Classrooms, Ballparks, Family Rooms, and the Minivan Feature

If you wanted to design a way of life that was exactly counter to the needs of developing brains, you would invent something like modern childhood.

We strap newborns into bouncy seats in front of television sets and enroll them in early learning centers. During toddlerhood, we give them learning laptops, battery-powered toys, and educational DVDs. As they get older, we ferry them from dance classes to violin lessons to soccer practices. We push them to do the sorts of things we see more mature brains doing, believing that brain development is a race—the faster our children's brains finish, the better.

But to capitalize on the way the human brain was built to grow, we have to redesign children's environments—their homes, schools, toys, and pastimes. In Your Brain on Childhood, developmental psychologist Gabrielle Principe uses scientific evidence to explain the disconnect between the brain's evolutionary history and our children's technology-centered present—and suggests ways for us to naturalize childhood again.

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Aim to Grow Your Brain

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Aim to Grow Your Brain
A Guide for Teachers, Parents, and Students

Do you know that student perceptions about intelligence profoundly influence school performance? When students learn, that intelligence is expandable - that the brain responds dramatically to effort, reflection, and practice - they begin to embrace new challenges, and overcome fear of failure.
The message "smart is something you get, not just something you are," is a powerful one. It offers life-changing hope for growing a better brain through personal effort.

Discover neuroscience lessons that...

Inspire students to embrace academic challenges, and believe in their potential for intellectual growth.
Motivate teachers to create an enriched, challenging academic environment, and discover its impact on learning.
Provide a message of hope: "If you embrace challenges, give your best effort, and practice - you will grow in intelligence. We all have the potential to grow a better brain".

Deliver this message of hope... and watch lives change.

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Shine: Using Brain Science to Get the Best from Your People

Shine: Using Brain Science to Get the Best from Your People Review

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Your job as a manager is getting harder all the time. But your most critical responsibility—especially in today’s world of intensifying competition—is how to help your people shine their brightest.

How do you inspire solid contributors to strive for more? What should you do if a star player falls off their game?

In Shine, bestselling author, psychiatrist, and ADD expert Edward Hallowell draws on brain science, performance research, and his own experience helping people maximize their potential to present a proven process for getting the best from your people:

-Select—put the right people in the right job, and give them responsibilities that “light up” their brain.
-Connect—strengthen interpersonal bonds among team members.
-Play—help people unleash their imaginations at work.
-Grapple and Grow—when the pressure’s on, enable employees to achieve mastery of their work.
-Shine—use the right rewards to promote loyalty and stoke your people’s desire to excel.

Brimming with Hallowell’s trademark candor and warmth, Shine is a vital new resource for all managers seeking to inspire excellence in their teams.

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Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom

Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom Review

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In Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom, authors David Sousa and Carol Ann Tomlinson examine the basic principles of differentiation in light of what the current research on educational neuroscience has revealed. This research pool offers information and insights that can help educators decide whether certain curricular, instructional, and assessment choices are likely to be more effective than others. The authors also offer suggestions on how to establish and manage differentiated classrooms without imposing additional heavy burdens on teachers teach differently and smarter, not harder. In fact, when properly implemented, differentiation emphasizes shared responsibility between teacher and student a desirable outcome, because the brain that does the work is the brain that learns!

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