The project was a dissertation study conducted with undergraduates enrolled in upper-level and capstone history classes at six U. My first essay for In the Library with The Lead Pipe introduced the protocol and provided background on the approach.
Life turns it into a mind. Its content grew in a haphazard manner over the years. When I encountered a brain science article or topic that seemed particularly relevant to my interests in education, I added it to the IAE-pedia Brain Science page. I made little effort to relate the new section to previous sections.
Moreover, the topics were arranged in alphabetical order rather than being grouped into related topics. In spite of these shortcomings, the Brain Science page grew in popularity. By the end of March,it had had aboutpage views—which made it fourth in popularity in the list of IAE-pedia content pages.
Now, nearly four months later, I have completed this project. The result is a book, Brain Science for Educators and Parents. The book contains a great deal of information that I feel will prove valuable to educators, parents, and others who are interested in the capabilities and limitations of the human brain.
Overview This book provides an introduction to brain science that is specifically designed for preservice and inservice K teachers, and for teachers of these teachers.
However, parents, grandparents, childcare providers, and others who are interested in K education will find the book useful. Here are two important and unifying questions addressed throughout the book: What should preservice teachers, inservice K teachers, and parents know about brain science?
How should K teachers be using their knowledge of brain science, both to improve their teaching and to help their students gain brain science knowledge appropriate to their current and growing cognitive development levels? If you have not read much about recent progress in brain science—and especially its applications in education—you might want to investigate some the documents and videos listed in the References and Resources section at the end of Chapter 1.
Each chapter focuses on a specific area of brain science in education. The grouping of topics into chapters—and indeed, the order of the chapters—is somewhat arbitrary. My suggestion is that you browse the Table of Contents and feel free to go directly to a topic that interests you.
If you are specifically interested in dyslexia, you will find that the treatment of this topic in Chapter 8 is relatively independent of the content of the preceding chapters. Each chapter is relatively self-contained, and ends with a section on References and Resources related to that chapter.
While most of the items in References and Resources are specifically cited within the chapter, occasionally one will fall into the category of "additional suggested resources.
This lists all of the videos referenced in the book, organized by the chapter in which they appeared. Getting Started When I study a subject that is somewhat unfamiliar to me, I like to look at some of the older literature in the field.
What were the frontiers of the field a decade or two ago? Michael Merzenich is a world-class researcher and developer in educational applications of brain science. I strongly recommend that you view this video before proceeding further in this book.
A Brief and Enjoyable Interlude Before you get involved in the deep aspects of brain science and its applications to teaching and learning, I want you to enjoy a classic, short video about teaching tennis Gallwey, The first two items listed below are cited in the Preface, and the remainder are not.
The uncited materials provide background information that many readers will find interesting and useful. Inner game of tennis.
Quoting from the website: Timothy Gallwey author of "Inner Game of Tennis," demonstrates how to teach tennis without teaching. Growing evidence of brain plasticity. The surprisingly logical minds of babies. An enlightening and amusing introduction to the amazing capabilities of the minds of babies.
Laura Schultz argues that pre-toddlers and toddlers have mind capabilities that exceed the artificial intelligence of current computers—and the computers she expects to see for many years to come. Mind, brain, and education: Neuroscience implications for the classroom.
The 17 contributors to this book have produced a "tour de force" that I consider must reading for anyone seriously interested in brain science in education. The need for nurture.
Quoting from the book: A variety of collaborative adult mentors accompany the adolescent reach for autonomy. Parents, stepparents, and other relatives form one group, and surrogate parents form the other group. Teachers, coaches, and youth program directors are examples of surrogate parents who work principally with groups of adolescents.Part I: Introduction--What inspired my argumentative response?
For decades, too many high-school teachers have been instilling persuasive writing skills by teaching students the five-paragraph essay.
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