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Brain-Based Teaching With Adolescent Learning in Mind

Glenda Beamon Crawford
€39.99
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A01=Glenda Beamon Crawford
adolescence
adolescent behavior
adolescent development
adolescent learner
adolescents
Author_Glenda Beamon Crawford
Brain
brain-based
Category=JNC
Category=JNLC
Category=JNT
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Jan07
metacognition
metacognitive development
student motivation
teenager
teens

Product details

  • ISBN 9781412950190
  • Weight: 590g
  • Dimensions: 215 x 279mm
  • Publication Date: 25 Apr 2007
  • Publisher: SAGE Publications Inc
  • Publication City/Country: US
  • Product Form: Paperback
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Description

Finally, a concrete resource for teaching adolescents the way they learn best!

Teachers of teens will not be particularly surprised by the latest research showing that the frontal lobe, affecting reasoning and decision-making skills, is not fully developed in an adolescent′s brain. These educators know how challenging it is to provide students with a strong understanding of content as well as the necessary social and emotional skills for productivity, social contribution, and intellectual habits for learning.

In this second edition of Brain-Based Teaching With Adolescent Learning in Mind, Glenda Crawford shows you the newest research available on adolescent brain development and provides a structure for connecting the research to students′ social, emotional, and cognitive needs. Crawford also presents how-to strategies for motivating teens with inquiry, relevance, and collaboration, as well as links to relevant Web sites.

This indispensable handbook includes Adolescent-Centered Teaching (ACT) models in each chapter and sample standards-based content lessons and scenarios. Students will become progressively self-directed as teachers learn to use a framework that demonstrates ways to:

  • Communicate essential content understandings
  • Engage students with strategies for inquiry
  • Promote metacognitive development, social cognition, self-regulation, and assessment
  • Motivate students with authentic events, problems, and questions
  • Support the transfer of learning to comparable and extended experiences
  • Integrate technology into instruction to improve students′ learning experiences

Classroom educators, teacher leaders, and preservice instructors will find lesson examples that can be easily differentiated for students with varying backgrounds, levels of English proficiency, prior knowledge, abilities, and interests.
About Glenda Beamon Crawford
Glenda Beamon Crawford’s experiences with young adolescent learners span nearly thirty years. She has taught in grades 4–12 and currently coordinates the middle grades program at Elon University, where she is a professor of teacher education. She has authored three books, including Managing the Adolescent Classroom and Sparking the Thinking of Students, Ages 10–14, as well as articles on structuring classrooms for adolescent thinking and learning. She consults and presents regularly at state, national, and international conferences. Her research and teaching honors include the 2002 North Carolina Award for Outstanding Contribution to Gifted Education, the North Carolina ASCD Outstanding Research Award, and the Teacher of the Year Award.

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