Eric Jensen is a retired computer programmer who taught a computer to read aloud, automated newspaper offices, and designed robot control systems. He enjoys puttering in the garden and watching the ocean. What is a computer programmer doing writing poetry? Having fun. I hope you enjoy reading these verses as much as I have enjoyed writing them.
Figure 4.3 shows the relationship between a mother's speech and the vocabulary
growth in the infant. When mom talks, infants listen.20 This ... How Much Does
Talking to Your Children Matter? Source: J. Huttenlocher, W. Haight, A. Bruk, ...
In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students. Drawing from research, experience, and real school success stories, Engaging Students with Poverty in Mind reveals * Smart, purposeful engagement strategies that all teachers can use to expand students' cognitive capacity, increase motivation and effort, and build deep, enduring understanding of content. * The (until-now) unwritten rules for engagement that are essential for increasing student achievement. * How automating engagement in the classroom can help teachers use instructional time more effectively and empower students to take ownership of their learning. * Steps you can take to create an exciting yet realistic implementation plan. Too many of our most vulnerable students are tuning out and dropping out because of our failure to engage them. It's time to set the bar higher. Until we make school the best part of every student's day, we will struggle with attendance, achievement, and graduation rates. This timely resource will help you take immediate action to revitalize and enrich your practice so that all your students may thrive in school and beyond.
In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students.
Teach for the Development of Higher-Order Thinking and Executive Function
Raise the bar with the best of what is known about how the brain/mind learns Higher-order skills such as critical thinking, planning, decision-making and persistence are the key to success for today’s students. Fully revised to respond to the Common Core and other timely developments, this indispensable guide builds the bridge from brain research to classroom practice. The updated third edition offers More strategies to deeply engage students and build foundational learning skills Guidance on peer-based professional development through Process Learning Circles Reflective questions and checklists for assessing progress Updated, real-life examples Bridge research to practice through these innovative strategies to create a school environment where students and faculty learn and thrive.
Fully revised to respond to the Common Core and other timely developments, this indispensable guide builds the bridge from brain research to classroom practice.
With Wizard of Oz metaphors and new graphic organizers, illustrations, and sidebars, this revision helps teachers translate current research on learning, memory, and the brain into effective classroom practice.
Children want to influence their own destinies and will relate this in someway
through their behavior. Theywant some control. Relationships that enable
feelings tobe shared and ideasto be respectedare compelling factors. Children
wantto be listened to and understood. If theydonot have theseneeds met by
adults, they will go totheir peers. This is not always an ideal situation. When
problems arise, an experienced person is usually more helpful. Finally, children
must feelthat their lives ...
On the Potential of Cognitive Neuroscience for Educational Science
This volume presents a short review study of the potential relationships between cognitive neuroscience and educational science. Conducted by order of the Dutch Programme Council for Educational Research of the Netherlands Organization for Scienti c Research (NWO; cf. the American NSF), the review aims to identify: (1) how educational principles, mechanisms, and theories could be extended or re ned based on ndings from cognitive neuroscience, and (2) which neuroscience prin- ples, mechanisms, or theories may have implications for educational research and could lead to new interdisciplinary research ventures. The contents should be seen as the outcome of the ‘Explorations in Learning and the Brain’ project. In this project, we started with a ‘quick scan’ of the lite- ture that formed the input for an expert workshop that was held in Amsterdam on March 10–11,2008. This expert workshopidenti ed additional relevant themesand issues that helped us to update the ‘quick scan’ into this nal document. In this way the input from the participants of the expert workshop (listed in Appendix A) has greatly in uenced the present text. We are therefore grateful to the participants for their scholarly and enthusiastic contributions. The content of the current volume, however, is the full responsibility of the authors.
His main interests are in problem solving in science, inquiry (computer-simulation based) learning environments, learners' cognitive processes, instructional design
, and man-machine interfaces. He was project manager of several EU and ...
Brain-Based Therapy with Adults: Evidence-Based Treatment for Everyday Practice provides a straightforward, integrated approach that looks at what we currently know about the brain and how it impacts and informs treatment interventions. Authors John Arden and Lloyd Linford, experts in neuroscience and evidence-based practice, reveal how this new kind of therapy takes into account the uniqueness of each client. Presentation of detailed background and evidence-based?interventions for common adult disorders such as anxiety and depression offers you expert advice you can put into practice immediately.
The remaining chapters of Brain-Based Therapy with Adults bring the apples and
oranges together. The neuroscience of memory and emotion and the
psychopathological effects of dysregulation are examined in Chapters 5 and 6.
We take up evidence-based approaches to specific disorders using this
integrated perspective in Chapters 7 through 10. For those involved in the teaching and learning of psychotherapy, we include vignettes based on using the
neurodynamic model in ...
Visual Language Strategies for Individuals with Autism Spectrum Disorders
Children diagnosed with an autism spectrum disorder (ASD) often present parents and educators with perplexing symptoms. Even though the skills of children with ASD can range from very high to very low, they have similar underlying learning systems. Knowledge about these learning systems helps provide direction for choosing effective assessment and intervention methods for helping individuals with ASD learn to behave, to perform academically, and to become socially competent.This book is unique in that the authors are recommending strategies based on the language of the way individuals with ASD learn. Even though many scholars recognize that individuals with ASD use "visual" ways of thinking, most fail to realize that a visual mental language is different from the visual sensory system of seeing something.The book is divided into three sections. Section One (Chapters 1-5) is about the learning system. Section Two (Chapters 6-9) connects the learning of a child with ASD to how the child performs behaviorally, academically, and socially. Finally, Section Three (Chapters 10-15) provides intervention strategies for helping a person (child or adult) with the visual brain characteristic of ASD to fit into an auditory culture.The strategies are language-based and take into consideration the complexity of the underlying biological learning system.
Learning the concepts of a context is relational and is also concrete, since one
activity of an event relates to another activity of the event (Arwood & Unruh, 2000)
. Event-based learning allows cognition to improve while increasing social ...
How to be Confident and Assertive in the Workplace
It is estimated that we spend half our waking life at work. If during our time at work we find ourselves full of self doubt, lacking in confidence, irritated, frustrated and not respected how can we enjoy this time? This book will re-ignite your self esteem and help you to command the respect to which you're entitled at work. It will provide you with practical tools that you can put into use immediately, enabling you to: * Be valued for who you are * Ask for what you're entitled to * Say 'no' when you have a right to do so * Have your opinions & ideas respected and heard * Stand up for yourself * Handle difficult situations calmly and successfully * Get the job promotion you deserve * Have greater all round confidence
You can get access to special offers and additional content but most importantly
you will be ableto engage with, and become a part of, a wide and growing
community of people just like yourself. At www.howto.co.uk you'll be able to talk
and ...
