ERIC Number: ED447085
Record Type: Non-Journal
Publication Date: 2000-Aug-15
Reference Count: N/A
10 Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching Competencies.
Tileston, Donna Walker
This book presents 10 practices that are essential to making education meaningful and rich for all students, examining brain research and how it can be applied to the classroom. It incorporates information about learning styles and standards into a classroom instructional model for teachers. The 11 chapters are as follows: (1) "Creating an Enriched and Emotionally Supportive Environment"; (2) "Using a Variety of Teaching Strategies That Address Different Learning Styles"; (3) "Strategies That Help Students Make Connections From Prior Learning and Experiences to New Learning and Across Disciplines"; (4) "Teaching for Long-Term Memory is a Primary Goal; (5) "Integrating Higher-Level Thinking Skills Into Learning; (6) "Collaborative Learning is an Integral Part of the Classroom"; (7) "Bridging the Gap Between All Learners, Regardless of Race, Socioeconomic Status, Sex, or Creed"; (8) "Evaluating Learning Through a Variety of Authentic Assessments"; (9) Promoting Real-World Application of the Learning"; (10) "Seamless Integration of Technology for High- Quality Instruction"; and (11) Putting It All Together." (Contains 51 references.) (SM)
Descriptors: Brain, Cognitive Style, Computer Uses in Education, Cooperative Learning, Diversity (Student), Educational Environment, Educational Technology, Elementary Secondary Education, Long Term Memory, Performance Based Assessment, Prior Learning, Relevance (Education), Student Evaluation, Teaching Methods
Corwin Press Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperbound: ISBN-0-7619-7585-3, $27.95; hardbound: ISBN-0-7619-7584-5, $65.95). Tel: 805-499-9734; Fax: 805-499-5323; E-mail: email@example.com; Web site: http://www.corwinpress.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A