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in front of the Circulation Desk!

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Cover Art Multiple Pathways to the Student Brain by Janet Zadina
Call Number: 370.152 Z17m 2014
From an award-winning neuroscience researcher with twenty yearsof teaching experience, Multiple Pathways to the StudentBrain uses educator-friendly language to explain how the brainlearns. Steering clear of ?neuro-myths,? Dr. JanetZadina discusses multiple brain pathways  for learning andprovides practical advice for creating a brain-compatibleclassroom. While there are an abundance of books and workshops that aim tointegrate education and brain science, educators are seldom givenconcrete, actionable advice that makes a difference in theclassroom. Multiple Pathways to the Student Brain bridgesthat divide by providing examples of strategies  forday-to-day instruction aligned with  the latest brain science. The book explains not only the sensory/motor pathways that arefamiliar to most educators (visual, auditory, and kinesthetic), italso explores the lesser known pathways--reward/survival, language,social, emotional, frontal lobe, and memory/attention--and how theycan be tapped to energize and enhance instruction. Educators are forever searching for new and improved ways toconvey information and inspire curiosity, and research suggeststhat exploiting different pathways may have a major effect onlearning. Multiple Pathways to the Student Brain allowsreaders to see brain science through the eyes of ateacher?and teaching through the eyes of a brainscientist.
Cover Art Brain-Based Learning by Eric P. Jensen
Call Number: 370.152 J545b 2008
In this second edition of Brain Based Learning: The New Paradigm of Teaching, educator and brain researcher Eric Jensen offers a learning approach that is closely aligned with how the brain naturally learns. Based on empirical brain research from the disciplines of neuroscience, biology, and psychology, Jensen′s text explains how the relationship between learning and the brain can impact emotions, patterns, gender, meaningfulness, environments, body rhythms, attitudes, enrichment, and assessment, and how it influences the effects of stress and trauma. The book′s powerful information suggests ways for transforming schools into complete learning organizations by providing students with an optimal learning environment. Implementation of brain-based schooling has proven to increase graduation rates, decrease learning difficulties and discipline problems, and create conditions for the love of learning to flourish.
 
Cover Art Teaching Struggling Readers by Carol A. Lyons
Call Number: 372.43 L991t
Marie Clay, in her foreword, says that this important book will help raise the profile for what is needed to get all children off to a good start in education. And a good place to start is with Carol Lyons. Lyons does a masterful job of introducing teachers to the concepts, categories, language, and arguments pertaining to the brain's control of what readers do. She offers a new way of thinking about learning, about how the mind develops, and about what teachers can do to reach struggling readers. She draws on examples from interactions with her son and her own teaching, from research, and from the work of ten expert teachers, who have successfully taught those children often considered the hardest to teach-children with learning disabilities, language delays, or attention deficit (hyperactivity) disorder. In addition, she supplies numerous transcripts of teacher-student conversations and end-of-chapter tips to guide teachers to observe their students and plan instruction more effectively. Lyons' lifework has been the cognitive development of children. For decades, she has worked side by side with them, observing and researching what exactly goes on as they read and write. Now she has given us a book that is both accessible and fascinating, that explores topics too often overlooked or avoided. She offers a breakthrough explanation of the role emotion and the brain play in learning to read. Most important, she provides specific advice, with examples, to illustrate how to enable students to read and write, whatever their needs or abilities.
Cover Art We're Born to Learn by Rita Smilkstein
Call Number: 370.152 S641w
`This author not only summarizes the theories and research regarding how the brain functions in the process of learning--natural learning--she also shows how she has continued to apply it in her own teaching and learning′ - Robert Pinney, Director, Extension Teacher Education Programs, Western Washington University `This is an important and useful book--readable, practical, and inspiring advice for the practicing teacher. This is a great translation of theory into practice, and Rita′s stories of her own work are especially compelling′ - Jean MacGregor, National Learning Communities Project, The Evergreen State College, Olympia, Washington This book is intended to make it possible for all students to realize their potential as natural learners. It shows teachers how to make this possible - not with attention-getting activities that are more or less peripheral to the curriculum, but with the curriculum itself. Written for all teachers from K-12 through higher education, as well as future educators, this volume also provides information for parents, students in general, and everyone who wants to know how the brain learns. Chapters Two and Three discuss two areas of research related to learning: classroom/field research and neuroscience research. These two areas are brought together in Chapter Six, leading to principles for developing brain-compatible, natural-learning curricula for any subject at any level. The author provides examples of classroom-proven applications of the theory, and Chapters Eight and Nine, using guidelines and models, show how this research-based theory can be applied to the development of curricula for any classroom. Examples of how to develop lesson plans and curricula for a unit, course, or program will be useful for teachers in all subjects.
 
Cover Art Brain Mechanisms and Learning, a Symposium by A. Fessard
Call Number: 154 C855b