The instructional leader and the brain: using neuroscience to inform practice
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin Press
2011
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index A brain primer -- Emotions -- Attention and engagement -- The power of processing -- Feedback -- Memory |
| Beschreibung: | XX, 187 S. Ill. |
| ISBN: | 9781412988223 |
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| 245 | 1 | 0 | |a The instructional leader and the brain |b using neuroscience to inform practice |c Margaret Glick |
| 264 | 1 | |a Thousand Oaks, Calif. |b Corwin Press |c 2011 | |
| 300 | |a XX, 187 S. |b Ill. | ||
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| 500 | |a Includes bibliographical references and index | ||
| 500 | |a A brain primer -- Emotions -- Attention and engagement -- The power of processing -- Feedback -- Memory | ||
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| 650 | 4 | |a Learning / Physiological aspects | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
CONTENTS
FOREWORD XIII PAT WALJE PREFACE XVACLMOWLCDGMCNTS XIXABOUT THC AUTHOR
XXCHAPTER L-A BRAIN PRIMER-MAJOR STRUCTURESAND THEIR FUNCTIONS 1 BRAIN
HEMISPHERES 3CORTEX 4CEREBELLUM 5BRAINSTEM 6LOBES OF THE BRAIN 6FRONTAL
LOBES 7PARIETAL LOBES 7MOTOR STRIP 8SOMATOSENSORY STRIP 8TEMPORAL LOBES
9OCCIPITAL LOBES 10CELLULAR BRAIN 10PLASTICITY S ROLE IN INSTRUCTIONAL
LEADERSHIP 12MINDSETS AND INSTRUCTIONAL LEADERSHIP 13HOW MIGHT THE
INSTRUCTIONAL LEADER SUPPORT A TEACHERSTRUGGLING WITH THESE PRINCIPLES?
14CELEBRATE WHAT YOU WANT TO SEE MORE OF 15USING THE SURVEY 16
IMAGE 2
SURVEY FOR BRAIN-COMPATIBLE INSTRUCTIONAL LEADERSHIP 16
CHAPTER 1-A BRAIN PRIMER 16
CHAPTER 2-EMOTIONS 16
CHAPTER 3-ATTENTION AND ENGAGEMENT 17
CHAPTER 4- THE POWER OF PROCESSING 1 7
CHAPTER 5-FEEDBACK 17
CHAPTER 6-MEMORY 18
CHAPTER SUMMARY 18
POSTASSESSMENT CHAPTER 1-A BRAIN PRIMER 19
QUESTIONS FOR STUDY GROUP 19
CHAPTER 2-EMOTIONS IMPACT ON LEARNING 20
HOW INSULTS AFFECT THINKING 21
THE TRANSFORMATIVE POWER OF POSITIVE EMOTIONS 21
HOW ANXIETY CAN CURTAIL CLEARTHINKING 22
THE LIMBIC REGION- THE ROLE OF THE AMYGDALA AND HIPPOCAMPUS 22
FAST VS. SLOW PATHWAY (FIGHT OR FLIGHT VS. THOUGHTFUL RESPONSE) 24
NEGATIVE EMOTIONS IMPACT IN A SCHOOL SETTING 24
POSITIVE EMOTIONS IN A SCHOOL SETTING 25
POSITIVE EMOTIONAL VALENCE IN A CLASSROOM 26
RELATIONSHIPS 26
THE ATURE OF THE WORK STUDENTS ARE DOING 27
CLASSROOM CLIMATE 28
LANGUAGE 28
NORMS OF BEHAVIOR 29
AESTHETICS OF THE CLASSROOM 30
MODELING OF HEALTHY EMOTIONAL RESPONSES 31
LANGUAGE S LINK TO EMOTIONS 32
ELEMENTS OF POSITIVE LANGUAGE 33
EMOTIONS AND SUPERVISING TEACHERS 34
SCHOOLWIDE STRUCTURES THAT PROMOTE POSITIVE EMOTIONAL VALENCE 35
PROFESSIONAL DEVELOPMENT ON EMOTIONSINFORM AND TEACH 36
CONNECTING INSTRUCTIONAL LEADER KNOWLEDGE AND SKILL SETS TO EMOTIONS
IMPACT ON LEARNING 37
RESOURCE PROVIDER 37
INSTRUCTIONAL RESOURCE 37
GOOD COMMUNICATOR 38
IMAGE 3
SAMPIE OBSERVATION OF HOW A TEACHER EMBEDS
THE PRINCIPLE 38
WHAT ARE SOME OF THE THINGS THE TEACHER DID THAT EXEMPLIFIED AN
UNDERSTANDING ABOUT HOW EMOTIONS IMPACT LEARNING? 40
IDEAS FR TEACHERS TO INCREASE EQ IN THEIR CLASSROOM 41
CLASS MEETINGS 41
TEACHING STUDENTS ABOUT THEIR BRAINS 41
SAM S CIRCLES 42
CHAPTER SUMMARY 43
POSTASSESSMENT CHAPTER 2-EMOTIONS IMPACT ON LEARNING 44
QUESTIONS FOR STUDY GROUP 44
CHAPTER 3-ATTENTION AND ENGAGEMENT 51
HOW DOES UNDERSTANDING ATTENTION AND ENGAGEMENT HELP AN INSTRUCTIONAL
LEADER? 51
INATTENTION SUBTERFUGE 52
FLOW 52
ATTENTION VERSUS ENGAGEMENT 53
ATTENTION AND ENGAGEMENT SIMILARITIES 53
ATTENTION 53
ENGAGEMENT 54
ADD/ ADHD AND ATTENTION 55
ATTRIBUTES OF ENGAGING WORK 56
PERSONAL RESPONSE 57
PERSONAL RESPONSE IN THE CLASSROOM 5 7
PERSONAL RESPONSE IN THE STAFFROOM 58
CLEAR MODELS 58
CLEAR MODELS IN THE CLASSROOM 58
CLEAR MODELS IN THE STAFFROOM 59
EMOTIONAL SAFETY 59
EMOTIONAL SAFETY IN THE CLASSROOM 59
EMOTIONAL SAFETY IN THE STAFFROOM 60
INTELLECTUAL SAFETY 60
INTELLECTUAL SAFETY IN THE CLASSROOM 60
INTELLECTUAL SAFETY IN THE STAFFROOM 61
LEARNING WITH OTHERS 61
LEARNING WITH OTHERS IN THE CLASSROOM 61
LEARNING WITH OTHERS IN THE STAFFROOM 62
IMAGE 4
FEEDBACK 62
FEEDBACK IN THE CLASSROOM 62
FEEDBACK IN THE STAFFROOM 63
SENSE OF AUDIENCE 63
SENSE OF AUDIENCE IN THE CLASSROOM 63
SENSE OF AUDIENCE IN THE STAFFROOM 64
CHOICE 64
CHOICE IN THE CLASSROOM 64
CHOICE IN THE STAFFROOM 65
VARIETY 65
VARIETY IN THE CLASSROOM 65
VARIETY IN THE STAFFROOM 66
AUTHENTICITY 66
AUTHENTICITY IN THE CLASSROOM 66
AUTHENTICITY IN THE STAFFROOM 67
RIGOR 67
RIGOR IN THE CLASSROOM 67
RIGOR IN THE STAFFROOM 68
SENSE OF COMPETENCE 68
SENSE OF COMPETENCE IN THE CLASSROOM 68
SENSE OF COMPETENCE IN THE STAFFROOM 69
MEANING AND RELEVANCE 69
MEANING AND RELEVANCE IN THE CLASSROOM 69
MEANING AND RELEVANCE IN THE STAFFROOM 70
CONNECTING INSTRUCTIONAL LEADER KNOWLEDGE AND SKILL SETS TO ATTENTION
AND ENGAGEMENT 70
RESOURCE PROVIDER 70
INSTRUCTIONAL RESOURCE 70
GOOD COMMUNICATOR 71
PROFESSIONAL DEVELOPMENT FOR ATTENTION AND ENGAGEMENT 71
WHAT TO LOOK FOR IN A LESSON PLAN 72
SAMPIE OBSERVATION OF A TEACHER WHO UNDERSTANDS THE PRINCIPLE 73
WH AT ARE SOME OF THE THINGS THE TEACHER DID TO TAKE ADVANTAGE OF
ATTENTION AND ENGAGEMENT? 75 CHAPTER SUMMARY 76
POSTASSESSMENT CHAPTER 3-ATTENTION AND ENGAGEMENT 77
QUESTIONS FOR STUDY GROUP 77
IMAGE 5
CHAPTER 4-THE POWER OF PROCESSING 83
THE EFFECTS OF SENSORY OVERLOAD ON PROCESSING 84
THINGS THAT INHIBIT PROCESSING 84
PROCESSING THAT SEEMS EFFORTLESS 85
TWO FILTERS TO CONSIDER-RELEVANCE AND ENVIRONMENT 86
THE NEUROSCIENCE BEHIND PROCESSING-AN ANALOGY 87 BRAIN STRUCTURES,
FUNCTIONS, AND PROCESSING 90
PLANNING FOR PROCESSING 92
PHASE 1-CONCRETE LEARNING EXPERIENCE 93
PHASE 2-REFIECTION 93
PHASE 3-ABSTRACTION 93
PHASE 4-ACTIVE TESTING 94
RESULTS OF EFFECTIVE PROCESSING 94
WHAT TO LOOK FOR IN CLASSROOMS: STUDENT PROCESSING 95
THE USE OF MULTIPLE MODALITIES 95
THE USE OF SPECIFIC STRUCTURES THAT ENHANCE PROCESSING 96
THINKING MAPS 96
CLASSROOM STRUCTURES THAT AID PROCESSING 96
USING DRAWING FOR PROCESSING 97
KINESTHETIC STRUCTURES FOR PROCESSING 97
COMPUTER-ASSISTED PROCESSING 97
TIME FOR PROCESSING 98
PROOF OF PROCESSING 98
PROMISING PRACTICES WITH PROFESSIONAL DEVELOPMENT 98 WHAT TO LOOK FOR IN
A LESSON PLAN 99
LESSON PLANS, UNIT PLANS, AND CURRICULUMS THAT ATTEND TO PROCESSING 100
CONNECTING INSTRUCTIONAL LEADER KNOWLEDGE AND SKILL SETS TO
UNDERSTANDING PROCESSING 100
RESOURCE PROVIDER 100
INSTRUCTIONAL RESOURCE 101
GOOD COMMUNICATOR 101
SAMPLE OBSERVATION OF HOW A TEACHER EMBEDS THE PRINCIPLE 102
WHAT ARE SOME OF THE THINGS THE TEACHER DID TO TAKE ADVANTAGE OF HOW WE
PROCESS? 105
CHAPTER SUMMARY 105
IMAGE 6
POSTASSESSMENT CHAPTER 4- THE POWER OF PROCESSING 106
QUESTIONS FOR STUDY GROUP 106
CHAPTER 5-FEEDBAEK 111
HOW UNDERSTANDING FEEDBACK HELPS THE INSTRUCTIONAL LEADER 111
UNTIMELY FEEDBACK 112
FEEDBACK THAT ENCOURAGES AND MOTIVATES 112
WHAT IS FEEDBACK? 113
WHAT S GOING ON IN OUR BRAINS DURING FEEDBACK? 113 TIGHT AND LOOSE
FEEDBACK 114
CORRELATION BETWEEN AMOUNT OF FEEDBACK AND DISTANCE TO LEARNING GOAL 115
DIFFERENT KINDS OF FEEDBACK 115
WRITTEN FEEDBACK 115
DEMONSTRATION AS FEEDBACK 116
ELEMENTS OF EFFECTIVE FEEDBACK 116
EMOTIONAL VALENCE OF FEEDBACK 116
FEEDBACK IN THE STAFFROOM 117
GIVING FEEDBACK ON INSTRUCTION 117
FEEDBACK REGARDING PROFESSIONALISM 119
METHODS OF FEEDBACK IN CLASSROOMS 120
RUBRICS ARE BRAIN-COMPATIBLE 120
MODELS FOR FEEDBACK 120
USING RUBRIES FOR FEEDBACK WITH TEACHERS 121
WH AT TO LOOK FOR IN THE CLASSROOM 123
STUDENT-TO-STUDENT FEEDBACK 123
LEARNING PROGRESSIONS 123
FEEDBACK DURING INSTRUCTION 125
INDIVIDUAL WHITE BOARDS AND FEEDBACK 126
STUDENT RESPONSE SYSTEMS 126
I-CLICKERS 126
FIVE-FINGER RUBRICS 127
THE MAGIE OF THE DOT 127
CHECKLISTS PROVIDE FEEDBACK 128
REFLECTIONS FOR FEEDBACK 129
PROFESSIONAL DEVELOPMENT FOR TEACHING ABOUT FEEDBACK 130
WHAT TO LOOK FOR IN A LESSON PLAN 131
IMAGE 7
CONNEETING INSTRUETIONAL LEADER KNOWLEDGE AND
SKILL SETS TO UNDERSTANDING FEEDBACK 131
RESOUREE PROVIDER 131
INSTRUETIONAL RESOUREE 131
GOOD COMMUNICATOR 132
SAMPIE OBSERVATION OF HOW A TEAEHER EMBEDS THE PRINCIPLE 132
WHAT ARE SOME OF THE THINGS THE TEAEHER DID TO TAKE ADVANTAGE OF GIVING
AND GETTING FEEDBACK? 135
CHAPTER SUMMARY 136
POSTASSESSMENT CHAPTER 5-FEEDBAEK 137
QUESTIONS FOR STUDY GROUP 137
CHAPTER 6-MEMORY 143
HOW UNDERSTANDING THE WAY MEMORY WORKS HELPS THE INSTRUETIONAL LEADER
143
UNEONSCIOUS MEMORY 144
REMEMBERING-EVEN WHEN YOU DON T WANTTO 145
REMEMBERING AFTER DEEADES 145
WHAT IS MEMORY? 146
TIMING ISSUES 146
AMOUNT OF INFORMATION ISSUE-M-SPAEE AND CHUNKING 148
HOW DOES MEMORY WORK? 150
DIFFERENT MEMORY SYSTEMS-DECLARATIVE AND NONDECLARATIVE 151
DECLARATIVE MEMORY 151
DECLARATIVE MEMORIES SUBGROUPS-SEMANTIC AND EPISODIE 151
SEMANTIE MEMORIES 151
EPISODIE MEMORIES 152
NONDECLARATIVE MEMORIES (PROEEDURAL, EMOTIONAL, AND AUTOMATIE RESPONSE)
153
PROEEDURAL MEMORIES 153
EMOTIONAL MEMORIES 155
AUTOMATIE RESPONSES 156
SOME THINGS THAT HELP US REMEMBER 156
WHY AND HOW WE FORGET - THE SEVEN SINS OF MEMORY 158
IMAGE 8
SAMPIE OBSERVATION OF HOW A TEAEHER EMBEDS
THE PRINCIPLE 159
WHAT ARE SOME OF THE THINGS THE TEAEHER DID TO TAKE ADVANTAGE OF MEMORY
SYSTEMS IN THIS EXAMPLE? 161 CONNECTING INSTRUETIONAL LEADER KNOWLEDGE
AND SKILL SETS TO UNDERSTANDING HOW MEMORY WORKS 162
RESOUREE PROVIDER 162
INSTRUETIONAL RESOUREE 162
GOOD COMMUNIEATOR 163
CHAPTER SUMMARY 163
POSTASSESSMENT CHAPTER 6-MEMORY 164
QUESTIONS FOR STUDY GROUP 164
ENDNOTE 173
THE INSTRUETIONAL LEADER AS AGAME CHANGER 173
THE OPTIMISM OF THE PLASTIC BRAIN 173
EMOTIONS ARE CRITICAL FOR LEARNING 174
ENGAGEMENT = LEARNING 174
THE POWER OF PROEESSING 1 74
FEEDBACK HELPS EVERYONE 175
REMEMBERING = KNOWING 1 75
THE GIFTS OF SCIENEE ENHANEE THE ART OF TEAEHING 175
REFERENCES 177
INDEX 202
|
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| isbn | 9781412988223 |
| language | English |
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| spelling | Glick, Margaret Verfasser aut The instructional leader and the brain using neuroscience to inform practice Margaret Glick Thousand Oaks, Calif. Corwin Press 2011 XX, 187 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index A brain primer -- Emotions -- Attention and engagement -- The power of processing -- Feedback -- Memory Learning, Psychology of Learning / Physiological aspects Neurosciences Neuropsychologie (DE-588)4135740-1 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 s Neuropsychologie (DE-588)4135740-1 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024167280&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Glick, Margaret The instructional leader and the brain using neuroscience to inform practice Learning, Psychology of Learning / Physiological aspects Neurosciences Neuropsychologie (DE-588)4135740-1 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4135740-1 (DE-588)4074166-7 |
| title | The instructional leader and the brain using neuroscience to inform practice |
| title_auth | The instructional leader and the brain using neuroscience to inform practice |
| title_exact_search | The instructional leader and the brain using neuroscience to inform practice |
| title_full | The instructional leader and the brain using neuroscience to inform practice Margaret Glick |
| title_fullStr | The instructional leader and the brain using neuroscience to inform practice Margaret Glick |
| title_full_unstemmed | The instructional leader and the brain using neuroscience to inform practice Margaret Glick |
| title_short | The instructional leader and the brain |
| title_sort | the instructional leader and the brain using neuroscience to inform practice |
| title_sub | using neuroscience to inform practice |
| topic | Learning, Psychology of Learning / Physiological aspects Neurosciences Neuropsychologie (DE-588)4135740-1 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Learning, Psychology of Learning / Physiological aspects Neurosciences Neuropsychologie Lernpsychologie |
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