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ERIC Number: ED456096
Record Type: RIE
Publication Date: 2001
Pages: 193
Abstractor: N/A
ISBN: ISBN-1-57517-330-1
Teaching in the Cyberage: Linking the Internet and Brain Theory. [Grades] 3-12.
Nelson, Kristen
This book integrates the use of three tools (the Internet, the theory of multiple intelligences, and brain research) to help teachers design projects and activities that help students gain a deeper understanding of the curriculum, discussing how these educational tools work together to help teachers make better use of their classroom time as they develop integrated lessons. The book presents a mosaic of educational theory and practice to help teachers design their own classroom lessons. It uses the "Understanding by Design" framework proposed by Wiggins and McTighe (1998) to provide a scaffolding that teachers can use when designing Internet activities using the multiple intelligences theory and brain research. The book offers fully developed lessons designed for grades 4-12 which help students develop their interpersonal exchange, information gathering and analysis, and questioning and problem solving skills. It also supplies Web site descriptions and rubrics for assessing students' understanding and use of multiple intelligences, Internet skills, and information literacy skills. The six chapters are: (1) "Connecting Brain-Compatible Learning, Multiple Intelligences, and the Internet"; (2) "Designing Internet-Based Activities"; (3) "Assessing Internet-Based Activities"; (4) "Strengthening Interpersonal Exchange Skills"; (5) "Enhancing Information Gathering and Analysis Skills"; and (6) "Improving Questioning and Problem-Solving Skills." (Contains 47 references.) (SM)
SkyLight Professional Development, 2626 South Clearbrook Drive, Arlington Heights, IL 60005 (Item no. 2091, $32.95). Tel: 847-290-6600; Tel: 800-348-4474 (Toll Free); Fax: 847-290-6609; e-mail:; Web site:
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A