| Description |
1 volume (various pagings) : illustrations ; 28 cm |
| Contents |
Contents note continued: Active Listening -- No-Put Downs -- Personal Best -- Lifeskills -- How to Teach the Lifelong Guidelines and Lifeskills -- Setting Expectations -- Modeling -- Focusing on Desired Behaviors -- Avoid Value Judgments -- Creating a Safe and Predictable Environment -- Daily Agenda -- Written Procedures -- Directions -- Civility -- Preparation -- Powerful Curriculum -- Leadership Requisites -- The Art and Science of Lesson Design -- Using Resource People -- Mindful Selection of Instructional Strategies -- The HET Discovery Process -- Direct Instruction -- What Is Direct Instruction? -- When Is Direct Instruction Effective? -- Planning and Conducting Direct Instruction -- Other Strategies -- Teaching Through the Lives of Those at the Being There Location -- Role-Playing -- Collaboration -- ch. 7 Age-Appropriate Curriculum -- Age Three to First Grade-Comparing the Known to the Unknown -- Trial and Error -- One Property at a Time -- |
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Contents note continued: Age-Appropriate Scientific Thinking Processes -- Age-Appropriate Curriculum -- Second to Third Grade-Putting Things Together, Taking Things Apart -- Less Trial and Error...More Mental Structuring -- Reversing Direction Without Distortion -- Age-Appropriate Scientific Thinking Processes -- Age-Appropriate Curriculum -- Fourth to Sixth Grade-Simultaneous Ideas -- Multiple Properties -- Age-Appropriate Scientific Thinking Processes -- Age-Appropriate Curriculum -- Implications -- ch. 8 Assessment -- Assessment and the Two-Step Learning Process -- A Word About Summative Assessment -- The Inadequacies of Standardized Tests -- Thoughts on Criterion-Referenced Assessment -- Built-in Assessment Tools -- The Role of Key Points in Assessment -- The Role of Inquiries in Assessment -- Basing Formative and Summative Assessment on Inquiries -- Why Used Inquiries as Assessment Tools? -- Key to Reliability and Validity -- |
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Contents note continued: How to Transform an Inquiry into an Assessment Tool -- Selecting an Inquiry for Assessment -- Sharpening the Focus -- Clarify the Expected Performance -- Clarify the Standards of Performance -- The 3Cs of Assessment -- Reaping the Rewards-Competence and Confidence -- Tweaking for a Definitive Yes/No Determination -- Science Assessment Resources -- ch. 9 Foundations of Bodybrain-Compatible Learning -- Science Versus Intuition and Our Own Experiences -- Mounds of Brain Research...Four Consistent Themes -- ch. 10 Learning Principle 1-Intelligence as a Function of Experience -- Physiological Changes -- Neurons, Dendrites, and Axons -- Communication of Neurons Across the Synaptic Gap -- Communication Among Neurons via Information Substances -- Enrichment Theory -- The 20 Senses -- More About Sensory Input -- Six Kinds of Sensory Input -- Why Being There Experiences? -- Lessons to Take Home With You -- |
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Contents note continued: Implications for Curriculum and Instruction -- 10.Mastery/Application -- Teacher Tools for Ensuring Mastery -- Student Tools for Ensuring Mastery -- Mastery and Emotions -- Implications for Curriculum and Instruction -- Appendix A Getting the Most Out of Your Being There Study Trips -- Preplanning -- Training Chaperones -- Preparing Your Students -- The Day Before the Study Trip -- 30 Minutes Before the Study Trip -- The Bus Trip -- Responsibilities On-Site -- Teacher Responsibilities After the Study Trip -- Appendix B Lesson Planning Template -- Lesson Planning Template -- Example of Lesson Planning Template for Fifth Grade |
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Contents note continued: Localized in a Being There Location -- As Conceptual as Possible -- New Brain-Based Definition of Learning -- Age-Appropriate Content -- Curriculum Examples -- Science Continuum of Concepts - Grades K-6 -- Kindergarten -- Concepts and Significant Knowledge to Learn -- Possible Being There Locations -- Examples of Expected Performance Levels -- First Grade -- Concepts and Significant Knowledge to Learn -- Possible Being There Locations -- Examples of Expected Performance Levels -- Second Grade -- Concepts and Significant Knowledge to Learn -- Possible Being There Locations -- Examples of Expected Performance Levels -- Third Grade -- Concepts and Significant Knowledge to Learn -- Possible Being There Locations -- Examples of Expected Performance Levels -- Fourth Grade -- Concepts and Significant Knowledge to Learn -- Possible Being There Locations -- Examples of Expected Perfromance Levels -- Fifth grade -- Concepts and Significant Knowledge to Learn -- |
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Contents note continued: Natural Complexity Versus Piecemeal and Oversimplified -- Amazing Flexibility -- Perception: Pattern or Hodgepodge -- Step Two Developing Programs to Use What We Understand -- What Is a Program? -- The Program Cycle -- Program Cycle on a Continuum -- The Acquisition of Useful Programs -- The Power of Programs -- Lessons to Take Home -- ch. 14 Creating a Bodybrain-Compatible Learning Environment -- Ten Elements of a Bodybrain-Compatible Environment -- 1.Absence of Threat and Nurturing Reflective Thinking -- Creating Absence of Threat -- Nurturing Reflective Thinking -- Implications for Curriculum and Instruction -- 2.Being There Experiences -- Why Being There Experiences? -- Where? -- The When and How of Being There Experiences -- Implications for Curriculum and Instruction -- 3.Movement and Aerobic Exercise to Enhance Learning -- Movement -- Almost Half of Brain Is Devoted to Organizing Action -- Movement Is Crucial to Every Brain Function -- |
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Contents note continued: Possible Being Tehre Locations -- Examples of Expected performance Levels -- Sixth Grade -- Concepts and Significant Knowledge to Learn -- Possible Being There Locations -- Examples of Expected Performance Levels -- Science Resources -- ch. 3 Localizing Curriculum -- Making Curriculum as Conceptual as Possible -- What Is a Concept? -- Many Reasons for Concepts -- Concepts: Curriculum Structures Without Borders -- Choosing and Using an Organizing Concept -- Getting Started -- Starting Small...One Step at a Time -- Stepping Out -- Starting With the End in Mind -- What Makes a Concept Powerful? -- Basing Curriculum in Sensory-Rich Being There Locations -- Designing Classroom Curriculum to Fit How the Brain Learns -- Key Points: What You Want Students to Understand -- Concepts Versus Factoids -- Traditions to Avoid -- Three Kinds of Key Points -- Conceptual Key Points -- Guidelines for Improving Conceptual Key Points -- Significant Knowledge Key Points -- |
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Contents note continued: Skill Key Points -- Why Three Kinds of Key Points? -- Guidelines for Improving Key Points -- Examples of Key Points -- ch. 4 Making Learning Memorable -- Using Inquiries to Add Action -- Inquiries Defined -- How to Write Inquiries -- Guidelines for Writing Inquiries -- Providing Choice Through Inquiries -- Examples of Inquiries -- Characteristics of Good Inquiries -- ch. 5 The Scientific Thinking Processes -- Relating Brain Research With the Scientific Thinking Processes -- The Scientific Thinking Processes -- Observing-Scientific Thinking Process #1 -- Communicating-Scientific Thinking Process #2 -- Comparing-Scientific Thinking Process #3 -- Organizing-Scientific Thinking Process #4 -- Relating-Scientific Thinking Process #5 -- Inferring-Scientific Thinking Process #6 -- Applying-Scientific Thinking Process #7 -- ch. 6 Instructional Leadership -- Setting the Groundwork -- Agreed-Upon Behaviors -- Lifelong Guidelines -- Trustworthiness -- Truthfulness -- |
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Contents note continued: The Power of Mimicry -- Implications for Curriculum and Instruction -- Aerobic Exercise -- Preparing the Brain to Learn -- Impact on Academic Achievement -- Implications for Curriculum and Instruction -- 4.Meaningful Content -- Some Universal Truths -- Words Alone Are Weak Conveyors of Meaning -- The Power of Meaningful Content -- Implications for Curriculum and Instruction -- 5.Enriched Environment -- Enriched Does Not Mean Cluttered or Overly Stimulating -- Enriched Does Mean Sensory Rich -- Implications for Curriculum and Instruction -- 6.Choices -- Offering Choices -- Implications for Curriculum and Instruction -- 7.Adequate Time -- Learning Takes Time -- Implications for Curriculum and Instruction -- 8.Collaboration -- Solid Research Base -- A Balancing Act -- Implications for Curriculum and Instruction -- 9.Immediate Feedback -- Why Immediate Feedback Is Important -- The Best Kinds of Immediate Feedback -- Immediate Feedback and Motivation -- |
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Contents note continued: ch. 11 Learning Principle 2-The Inseparable Bodybrain Learning Partnership -- A Brief History -- Emotion-Gatekeeper to Learning and Performance -- Emotions and Learning -- Information Substances: The Rest of the Story -- Emotion as Filter -- Implications -- Movement to Enhance Learning -- Brain Research -- Implications -- ch. 12 Learning Principle 3-Multiple Intelligences -- Nature Versus Nurture -- The Theory of Multiple Intelligences -- The Multiple Intelligences Defined -- Multiple Intelligences Versus Modalities -- A Reality Check -- Multiple Intelligences in Action -- Logical-Mathematical Intelligence -- Linguistic Intelligence -- Spatial Intelligence -- Bodily-Kinesthetic Intelligence -- Musical Intelligence -- Intrapersonal and Interpersonal Intelligences -- Naturalist Intelligence -- Lessons to Take Home -- ch. 13 Principle 4-Learning Is a Two-Step Process -- Step One Pattern Seeking -- What Is a Pattern? -- Examples -- |
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Machine generated contents note: ch. 1 The Science of Teaching Science -- The Quest -- Four Principles From Brain Research -- Principle A Intelligence as a Function of Experience -- Principle B Learning Is an Inseparable Partnership Between the Brain and the Body -- Principle C There Are Multiple Intelligences -- Principle D Learning Is a Two-Step Process -- Curriculum and the Brain -- Anchoring Curriculum in Real-Life Locations -- Examples of Engaging Being There Locations -- Bringing Together Being There Locations and State/District Curriculum Standards -- Guidelines for Selecting Being There Locations -- Integration Made Easy -- Integrating Subject Content -- History/Social Studies -- Mathematics -- Reading, Writing, and Language Development -- The Arts -- Assessment -- ch. 2 Making Curriculum Bodybrain Compatible -- The Challenges -- Time -- Fragmentation -- Age-Inappropriate Content -- Creating Relevance by Localizing Curriculum -- Common Threads -- |
| Summary |
Examines learning science from multiple perspectives, including the child's perspective; guides readers through the steps of igniting students' natural sense of wonder, incorporating brain research, integrating science concepts with other subjects, and applying science to daily life; demonstrates how to teach science conceptually through the lens of "big ideas" such as change, interdependence, and adaptation |
| Notes |
Previous ed.: 2007 |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Science teachers -- In-service training.
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Science -- Study and teaching (Primary)
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| Author |
Olsen, Karen (Karen D.)
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| LC no. |
2010021883 |
| ISBN |
9781412990912 (paperback) |
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