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The Brain-Targeted Teaching Model for 21st-Century Schools, by Mariale M. Hardiman
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A powerful guide for applying brain research for more effective instruction
The Brain-Targeted Teaching Model for 21st-Century Schools�serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply educational and cognitive neuroscience principles into classroom settings through a pedagogical framework. The model’s six components are:
(1) Establish the emotional connection to learning�
(2) Develop the physical learning environment
(3) Design the learning experience�
(4) Teach for the mastery of content, skills, and concepts�
(5) Teach for the extension and application of knowledge
(6) Evaluate learning
- Sales Rank: #285511 in Books
- Brand: Corwin
- Published on: 2012-02-15
- Original language: English
- Number of items: 1
- Dimensions: 9.75" h x 7.00" w x .75" l, 1.15 pounds
- Binding: Paperback
- 256 pages
- Establish the emotional connection to learning
- Develop the physical learning environment
- Design the learning experience
- Teach for the mastery of content, skills and concepts
- Teach for the extension and application of knowledge
Review
"This book�will encourage many educators to teach 21st century students via 21st century policies and practices that are grounded in the dramatic advances occurring in the cognitive neurosciences."
(Robert Sylwester, Emeritus Professor of Education and Author of "A Child's Brain: The Need for Nurture" 2011-06-10)
"Teachers will find the content valuable and can implement the Brain-Targeting Teaching concept very easily." (Steve Hutton, School Improvement Specialist 2011-06-10)
"Mariale Hardiman offers a unique model that teachers can use to assess the extent to which they are considering brain-friendly concepts when they plan their lessons." (David Sousa, Consultant in Educational Neuroscience and Author of "How the Brain Learns" 2011-06-10)
"The emphasis on integrating the arts with content areas is timely and welcome. An additional strength are the examples from 'expert teachers' which show how the model can be implemented while addressing curriculum standards." (Jacqueline LaRose, Assistant Professor of Education 2011-06-10)
"This book provides a teacher-friendly model that teachers can use to establish student-friendly classroom environments and effective teaching strategies and activities." (Darla Mallein, Director of Secondary Social Sciences Education 2011-06-10)
"The Brain-Targeted Teaching Model for 21st Century Schools has much to offer all educators. The book contains a wealth of knowledge from cognitive and neuroscience and presents it in a way that is accurate and accessible. Hardiman’s work creates a vision of education in which scientific discoveries about thinking and learning are taken full advantage of." (Jay N. Giedd, Chief of Brain Imaging Unit 2011-07-28)
"Few educators bring Dr. Hardiman’s ability, experience, and scholarliness to the increasingly rich exchange between educators and neuroscientists. She has succinctly synthesized a large body of information into a must-read for educators, researchers, and anyone else interested in how neuroscience and cognitive science can make a difference in the classroom." (Kenneth S. Kosik, MD, Harriman Professor of Neuroscience 2011-07-29)
"Hardiman’s book provides a practical way for educators to operationalize theoretical principles, and teach in a way that can effectively engage students on different and meaningful levels. The research and strategies presented in this book emphasize the very important notion of supporting students’ personal, social, and academic development and achievement." (Fay E. Brown, Director of Child and Adolescent Development 2011-07-29)
“One of the central components of Hardiman’s remarkable book is creativity―the ability to generate something new. Promoting the development of this unique attribute is critically important for the success of our students, and I applaud Dr. Hardiman for showing that neuroscience can and should inform the process of education.” (Charles J. Limb, MD, Associate Professor 2011-07-29)
“This book is a tour de force, providing not only a comprehensive understanding of cognitive and neuroscience research, but also a well-constructed model providing teachers with the practical tools they need to integrate it into their classrooms. Dr. Hardiman has become a leading authority in the emerging field of Neuroeducation." (Paula Tallal, Board of Govenors Professor of Neuroscience 2011-08-31)
“Dr. Hardiman provides clear explanations of what is currently known about the functions of the human brain, along with practical examples of ways to apply these understandings in the classroom.�With this book she offers a significant contribution to the field of education.” (Dee Dickinson, Founder 2011-09-01)
“Dr. Hardiman's Brain-Targeted Teaching Model is one of the most powerful and research-based methods of achieving greater learning retention―its focus on the arts and creative problem-solving moves teaching from traditional 'drill and kill' methods to one that engages students for the demands of 21st century teaching and learning.” (Linda Casto, Advisory Board 2011-09-01)
“The Brain-Targeted teaching model has informed my teaching in so many ways.�I love the model’s infusion of the arts as the arts lend themselves to creative expression for all children. There is no question that the Brain-Targeted Teaching Model enhanced the quality of my teaching." (Andrea Jackson, Fifth-Grade Teacher 2011-09-01)
“The Brain Targeted Teaching�model provides a framework for teaching that makes sense not only in K-12 but also in higher education settings. I hope to continue spreading the word that higher education coursework can be significantly enhanced by using the tenets of Brain-Targeted Teaching.” (Vicky M. Krug, Assistant Professor 2011-09-01)
“Brain Targeted Teaching provides teachers with the structure to plan thoughtful, intentional, arts-integrated units. The clear explanation of neuro and cognitive research�allows teachers to develop a connection between the research and best practices. Our school is very excited about using this book as our means of instructional practice.” (Jenifer Shaud, Founder 2011-09-29)
About the Author
Mariale M. Hardiman, serves as the Assistant Dean of Urban School Partnerships and Chair of the Department of Interdisciplinary Studies at the Johns Hopkins University School of Education. She is the co-founder and leads the Neuro-Education Initiative in partnership with the Brain Science Institute and other units within Johns Hopkins.
Dr. Hardiman’s publications focus on the intersection of research from the neuro- and cognitive sciences and education, bringing to educators relevant research from the brain sciences to inform teaching and learning. She is a frequent presenter at local, regional, and national conferences.
Dr. Hardiman also served for more than 30 years in the Baltimore City Public School System as a principal, assistant principal, staff developer, and teacher. Under her leadership, Roland Park Elementary/Middle School received numerous awards for continuous student achievement gains as well as its designation as a Blue Ribbon School of Excellence. During her tenure as principal, she devised a teaching framework, the Brain-Targeted Teaching Model, which has generated interest from educators worldwide. Dr. Hardiman earned her undergraduate and graduate degrees from Loyola University Maryland and her doctorate from The Johns Hopkins University.
�Go to http://www.braintargetedteaching.org/index.cfm�to find a free�study guide on The Brain-Targeted Teaching Model for 21st-Century Schools.
Most helpful customer reviews
8 of 9 people found the following review helpful.
WAY More than NeuroBabble-- Wow!
By Let's Compare Options Preptorial
Some publishers today believe that putting the word "Neuroscience" in a book's title is the opposite of putting in a math formula-- exponential growth instead of decay of sales. Unfortunately, neuroscience (my field, combined with robotics and animating math), is put on such an unrealistic and radical pedestal, that, frankly, I avoid almost all of its "applications" outside of surgery.
This is because a whole bunch of stupid "pop sci" authors think that PET, functional MRI and other structure/function research means we really know a LOT about the brain. Hubris, and a complete lack of humility. What makes these folks think that managing a crowd of a trillion neurons is much easier than managing a mob of critters that size? Pinker, Dennett and Chomsky have taken to joking that our neurons actually ARE crowds, each with their own "groups" of self interest and intelligence, finding themselves imprisoned in brain-jail cells, robbed of their past eukaryotic freedom.
Mairale is a complete exception to the trend of using neuro to make some new pedagogy sound "scientific." Other reviews all over the web describe this book in terms of a "teacher's manual" type text, and although it does give some astonishing new practical applications and models, it really is MUCH more scholarly than a "how to teach" or lesson plan manual. In fact, there are hundreds of those, and only ONE like this-- a comprehensive, research filled, technical bib underpinned survey of new models that really does advance the pedagogies of Watson, Piaget, Vygotsky, Stern, Bruner etc. to a completely new level.
Whether you're a teacher or educational researcher, or into neuro-psych, this book is a must read. Hardiman doesn't just use "Neuro" as a dialog about molecular biology vs. concept learning; the "practical" side also concerns what we used to call modalities or dyadic didactics. Today, the ideas of deep intelligence via hierarchical recursion and "picking a gist" in learning new skills and using new tools also relate to a true, deep "grok" of concepts via intuitive analogy. One recent example I saw of Hardiman's essential conclusions and wonderful new ideas, is an astonishing math animation at a lecture on gauge theory for postdoc theoretical physicists.
Leaving the room, the attendees to a person were commenting on how the experience was the first time in their lives the really "got" gauge at a gut level. Of course we know that means at a "neuro" level, right? The researchers had a kind of "new reverence" for the depth of the concept. What is the neurology of the childlike wonder when one realizes that the word "fraction" is infinite in subtle meanings, and can never be exhausted? My best teachers always looked at each concept not just from multiple frames, but with wonder and humility, and never ego and "I know it all." The "let's explore this together" models this author highlights get a lot closer to Vygotsky's wonderful insight that learning is not computer-like/automated activation of genetic grammars, as much as a social "epi genomic" field. Just as Vygotsky unified behaviorist and social controversies, Mairale deftly harmonizes the brain's hierarchical recursion with emotional as well as intellectual needs in the pratice based learning of both skills and concepts.
My main point is to recommend you check this amazing text out, and not be turned off by the potential of pop neuro in the title. It's the real deal, integrated and deeply recursive, not pasted together to act like we know more than we do about consciousness vs. neural models of intelligence and learning. Thankfully, Hardiman also avoids the boring and often superficial "mind as software vs. hardware" debates, and gets right down to what we do know that helps in both practice and new research directions, and where the frontiers of research are bumping up against our honest humility.
KEY TIP: This is one of those wonderful books that has an extensive "look inside" before buying feature on Amazon. DO take advantage of it! Don't let some of the "listening to Mozart while preganant" and "10% of your brain" teasers turn you off as "myths" -- the author uses them as recursive meta devices to teach teaching with (and I hate to use the word) a more "holistic" view of emotion, environment, stress, sleep, nutrition and other factors that sound like "neuro," but are essential to everything from memory to music practice, backed up with numerous contributor's research and an awesome bib/notes/research foundation in case you get static in trying to implement the ideas.
1 of 1 people found the following review helpful.
EVERY Educator Should Read This Book
By Amazon Customer
Regardless of one's pedagogical practice, BTT can help dispel neuromyths and other misunderstandings about the brain that may influence one's teaching practice. It's a comprehensive model based on how the brain actually learns, and it provides concrete tools and suggestions for implementation.
2 of 3 people found the following review helpful.
Fred Jones + This = All you really need
By JamminJonah
I love Fred Jones Tools for Teaching. I have even reviewed it on this site. This is a fantastic complement to that book. In my 4th year as a certified teacher, and my 6th in public school, I plan to gift my student teacher with the following set:
- Fred Jones Tools for Teaching *
- THIS BOOK *
and for good measure...
- Words their Way
- The Daily 5
- The Daily Cafe
- 6 Traits Writing
With these books in your arsenal (you DO have to read them each a few times) you will be off to a better start than most anyone walking in the door. I now consider this book essential to my library. This book has changed the way I set up my room. It has changed the way that I develop lessons and teach. I credit this book with my highest yet observation rating from my principal. I could write you 10 more paragraphs on how great this book is and how refreshing it is to read. I'll save you the time. Click "order now".
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