Table of contents for Becoming a "wiz" at brain-based teaching : how to make every year your best year / Marilee Sprenger.
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Acknowledgments
About the Author
Introduction
1. The Journey: The Brain Goes to School
The Questions and the Research
Is it Nature or Nurture?
How Do They Cope?
How Does Poverty Affect Resiliency?
What Do Other Experts Say?
Who Can Survive?
Where Does Emotional Intelligence Fit In?
Connecting the Information
2. Building the Yellow Brick Road: Understanding How the Brain Develops and Functions
Basic Brain Structure
The Building Blocks
Coating the Pathways: Myelin
Plasticity
The Yellow Brick Road is Paved With Messengers
We’re Off to Be the Wizard
3. No Place Like Home
An Emotional Learning Environment
What Are Enriched Environments?
What About Humans?
Can We Provide an Enriched Environment in the Classroom?
An Environment for Success
An Environment Where Assessment is Enrichment
Is Assessment Predictable?
Can We Offer Choice with Assessment?
Should Assessments Provide Novelty?
Should Assessments Always Be Challenging?
Assessment Is Feedback
Assessment Offers a Feeling of Control
Brain-based Assessment
Balance
Home Sweet Home
4.If I Only Had the Nerve: Dealing with Stress
The Sympathetic Nervous System
Looking for Balance: The Parasympathetic Nervous System
Possible Results
Allostasis
Giving Them Courage
Predictability
Safe Environment
Back Burner
5. If I Only Had a Heart: Emotional Growth
Heartbreak: The Lack of Social and Emotional Stimulation
Creating Heart: A Look at Emotional Intelligence
Heart-to-Heart
Straight from the Heart: Social and Emotional Intelligence Strategies
Pretend play/role play
Mind Reading
Teaming/ grouping
Delaying Gratification
Choices
Rapport skills
Journaling
Physical outlets
You Gotta Have Heart, But What About Guts?
Heartbeat
6. If I Only Had a Brain: From Sensory Input to Higher Levels of Thinking
Cognitive Skills
Kindergarten, Grades 1 and 2
Grades 3, 4, and 5
Grades 6, 7, and 8
Grades 9, 10, 11, and 12
Promoting Cognitive Growth
Understanding How We Learn
Visual Learners
Auditory Learners
Kinesthetic Learners
Teaching to the Modalities
The Eight Intelligences
Brains, Bloom, Intelligence, and Style
Learning Profiles
7. If I Only Had a Memory: Improving Memory to Raise Student Achievement
Memory Development
Sense and Significance Affect Memory
When Sense Becomes Nonsense!
Memory Principles
Explicit and Implicit Memory
From Sensory Memory to Long-term Memory
Step One: Reach
Step Two: Reflect
Step Three: Recode
Step Four: Reinforce
Step Five: Rehearse
Step Six: Review
Step Seven: Retrieve
Memory Lanes = Memory Systems
Semantic Memory
Episodic Memory
Procedural Memory
Automatic/Conditioned Response Memory
Emotional Memory
Alternate Routes
Metacognition
Step by Step; System by System
Kansas Is Right Down Memory Lane
8. The Wicked Witch: What Is She So Upset About? Calming and Controlling the Classroom
My Theory of Negative Replacement
Emotions, Attention, and Learning
Brain States
Inside Out or Outside In?
States to Avoid
States to Encourage
State Changes and Classroom Management
Music
Music and Emotion
Brain Waves
Music for Management
Managing Movement
The Wicked Witch is Dead
9. Dorothy: Every Brain Is Unique
The Care and Feeding of Dorothy’s Brain
Brain Food
Sleep and the Brain
Exercise
Unique Brains, Unique Learners
The Depressive Brain
The Helpless Brain
The Attention Deficit Brain
Making a Difference
10. Leaving the Land of OZ: With Courage, Passion, and Brains
Glossary of Terms
References and Supplementary Reading
Index
References
Library of Congress subject headings for this publication:
Learning, Psychology of.
Brain.
Teaching.