Preface Acknowledgments About the Author Introduction Part I. Physiology and Brain Science 1. Brain Science The Brain Is the Universe Within How to Be a Critical Consumer of Research on the Brain and Learning Just the Facts! What Are the Facts About the Brain? Macroview: A Look at the Exterior of the Human Brain Geography of the Human Brain (Topography) Three Views of the Brain Top-to-Bottom View Front-to-Back View Left-to-Right View How Has the Brain Evolved? Microview: A Look at the Interior of the Human Brain Brain Imaging: How We Know What We Know How the Brain Works Neurotransmitters Differences Between Males and Females Part II. Principles for Teaching and Learning 2. Principles of the Brain and Learning The Bridge Between Brain Science and Cognitive Science The Brain Principles and the Four-Corner Framework Twelve Brain Principles of Caine and Caine 1. Learning Is Enhanced by Challenge and Inhibited by Threat 2. Emotions Are Critical to Patterning 3. Learning Involves Both Focused Attention and Peripheral Perception 4. The Brain Has a Spatial Memory System and a Set of Systems for Rote Learning 5. The Brain Processes Parts and Wholes Simultaneously 6. Learning Engages the Entire Physiology 7. The Brain Is a Parallel Processor 8. Learning Is Embedded in Natural and Social Settings 9. Each Brain Is Unique 10. The Search for Meaning Is Innate 11. The Search for Meaning Occurs Through Patterning 12. Learning Always Involves Conscious and Unconscious Processes It's All About Learning 3. Cognitive Science: The Brain Is on My Mind Brain Science and Cognitive Science Nature Versus Nurture (Heredity Versus Environment) Enriched Environments Intelligence as a Function of Experience Windows of Opportunity Nutrition-Cognition Connection Care and Feeding of the Brain Abuses and Addictions New Conclusions Emotions and the Intellect Safe Climate Threat Challenge The Brain and the Mind Brain Versus Mind Theories of the Intellect General Intelligence Theory: Spearman Theory of Cognitive Modifiability: Feuerstein Theory of Multiple Intelligences: Gardner Successful Intelligence: Sternberg Learnable Intelligence: Perkins Intelligent Behaviors or Habits of Mind: Costa and Kallick Emotional Intelligence: Goleman Moral Intelligence: Coles Memory, Learning, and the Human Brain Memory Metaphor It's on My Screen It's on My Desktop It's on My Menu It's on My Hard Drive Types of Memory Systems Short-Term Memory Long-Term Memory Episodic, Procedural, Conditional, and Emotional Memory Memory Lane: Semantic, Episodic, Emotional, Procedural, and Automatic Declarative (Explicity) and Procedural (Implicit) Memory Learning Through Patterns and Chunking It's All About Teaching Part III. Brain-Friendly Strategies 4. Strategies for Brain-Compatible Classrooms The Four-Corner Framework Brain-Compatible Classroom Teaching FOR Thinking: Setting the Climate Research Base - Physiology, Emotions, Environment Principles of Brain-Compatible Learning Implications for Learning Implications for Teaching: Satisfactory Teaching OF Thinking: Instructing Skills and Standards of Learning Research Base - Brain, Mind, Intellect Principles of Brain-Compatible Learning Implications for Learning Implications for Teaching: Good Teaching WITH Thinking: Structuring Interactions Research Base - Active Learning/Constructivist Principles of Brain-Compatible Learning Implications for Learning Implications for Teaching: Excellent Teaching ABOUT Thinking: Reflecting Metacognitively Research Base - Deep Understanding/Transfer Principles of Brain-Compatible Learning Implications for Learning Implications for Teaching: Superior Definition and Description of Brain-Compatible Classrooms Research on Teacher Quality What Teachers Say What Experts Say What Kids Say A Framework for Quality Revisited 5. Setting the Climate for Thinking Brainwave #1: Emotions - Goleman/LeDeux/Coles Braindrops: Strategies Threat Alerts the Body Challenge Engages the Intellect Brainworks: Activities People Search Fat/Skinny Questions The Human Graph Brainwave #2: Enriched Environment - Diamond/Conyers and Wilson Brainstorms: Application Braindrops: Strategies Organizational Enrichments Sensory Enrichments Brainworks: Activities Four Corners Brainstorms: Application 6. Teaching the Skills of Thinking Brainwave #3: Microskills and Macroskills - Marzano/McTighe Braindrops: Strategies Microskills Macroskills Brainworks: Activities Microskill Lesson - Analysis for Bias Macroskill Lesson - Problem Solving Brainstorms: Applications Brainwave #4: Development of Skills and Concepts - Posner and Keele/Csikszentmihalyi Braindrops: Strategies Basic/Apprentice Advanced/Master Brainworks: Activities Basic/Apprentice Advanced/Master Brainstorms: Applications 7. Structuring the Interaction With Thinking Brainwave #5: Active Learning - Vygotsky/Ausbel Braindrops: Strategies Teacher Decisions for Cooperative Groups BUILD Components/Cooperative Strategies Graphic Organizers Brainworks: Activities Dealing With Paradox Brainstorms: Application Brainwave #6: Experiential Learning Braindops: Strategies Multiple Intelligences Integrated Curriculum Brainworks: Activities Curriculum Corners Brainstorms: Applications 8. Thinking About Thinking Brainwave #7: Reflection Braindrops: Strategies Making Meaning Transfer of Learning Brainworks: Activities Transfer Tales Brainstorms: Applications Brainwave #8: Assessment Braindrops: Strategies Traditional Assessments Dynamic Assessments Brainworks: Activities Folk Portfolio Brainstorms: Application Appendix A: Suggested Videos to Illustrate the Four-Corner Framework Appendix B: The Brain Glossary References and Suggested Readings Index
Robin Fogarty is President of RFA: A Robin Fogarty Company, a Chicago-based, minority-owned, educational publishing/consulting company. Robin received her doctorate in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction and assessment strategies. She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, South Korea, the Netherlands, the Kingdom of Bahrain and Saudi Arabia. Robin has published articles in Educational Leadership, Phi Delta Kappan, The Journal of Staff Development and The Middle School Lournal. She is the author of numerous publications, including Brain-Compatible Classrooms, Literacy Matters, Ten Things New Teachers Need, How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles, Nine Best Practices, and From Staff Room to Classroom: Planning and Coaching Professional Learning, How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards, Invite! Excite! Ignite! 13 Principles for Teaching, Learning and Leading K-12 classrooms Robin received her Bachelor of Arts in Early Childhood Education at SUNY, Potsdam, NY, and her Masters in Instructional Strategies from National Louis University in Evanston, IL. She is known as the teachers' teacher and has mentored numerous colleagues in the art and science of working with the adult learner. She brings a wealth of knowledge and passion to all endeavors, has a wealth of knowledge in the field and conducts highly interactive PD sessions.
"A fine, useful update of Fogarty's long-time search for
appropriate practical classroom applications of cognitive
neuroscience research." -- Robert Sylwester, Emeritus
Professor of Education, University of Oregon
"An excellent guide and tool for new and veteran teachers who are looking to empower students through brain-compatible lessons." -- Heather Vaughn, Early Childhood Program Coordinator
"Relevant and applicable for teachers." -- Sue Teele, Associate Dean