ERIC Number: ED461659
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Brain-Compatible Classrooms. Second Edition.
This book provides insight for linking brain research with the multiple intelligences and emotional intelligence theories. It is a reconceptualization of an earlier work that presented a four-corner framework addressing: setting the climate for thinking, teaching the skills of thinking, structuring the interaction with thinking, and thinking metacognitively about thinking. It explains how to use direct instruction of skills, graphic organizers, reflection, transfer, assessment, and other interactive, brain-compatible strategies for the classroom. Seven chapters include: (1) "Brain Research Base" (e.g., physiology, functioning, and nature versus nurture); (2) "Defining Brain- Compatible Classrooms" (e.g., implications for schooling and definition of brain-compatible classrooms); (3) "Setting the Climate for Thinking" (emotions and enriched environment); (4) "Teaching the Skills of Thinking" (types of skills and concepts and development of skills and concepts); (5) "Structuring the Interaction with Thinking" (active learning and experiential learning); (6) "Thinking about Thinking" (reflection and assessment); and (7) "Teacher Appraisal" (e.g., appraisal tool, setting the climate for thinking, and structuring the interaction with thinking). Two appendixes present suggested videos to illustrated the four-corner framework and a picture of the brain. A glossary is included. (Contains approximately 280 references.) (SM)
Descriptors: Brain, Elementary Secondary Education, Higher Education, Metacognition, Multiple Intelligences, Thinking Skills
SkyLight Professional Development, 2626 South Clearbrook Drive, Arlington Heights, IL 60005 (Item no. 2392, $45). Tel: 847-290-6600; Tel: 800-348-4474 (Toll Free); Fax: 847-290-6609; e-mail: firstname.lastname@example.org; Web site: http://www.skylightedu.com.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A