The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom Review

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The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom ReviewTracey Tokuhama-Espinosa has given us a popularized version of the research and new learning we have regarding neuroscience, learning theory, and cognitive psychology. There is little new here except for the admonition that we should be careful in our assumptions. However, I believe she makes some big leaps of application in some of her recommendations for teachers and applications of the research. Most of her recommendations apply to using the new understandings and ideas in the traditional, behavioral conditioned classroom. I believe it is time for us to stop reinforcing this model of teaching and learning, and using the new research and understanding about how people learn, design classrooms, and teaching strategies that are compatible.
The most strident example of this "boxed" thinking comes in her defense of homework! That question has been tried and found wanting, but Ms. Tokuhama-Espinosa still clings to the practice, and tries to justify it with the new research. This is an injustice to the research and to the teaching profession.The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom OverviewThis book offers a definitive, scientifically grounded guide for better teaching and learning practices. Drawing from thousands of documents and the opinions of recognized experts worldwide, it explains in straight talk the new Mind, Brain, and Education Science, a field that has grown out of the intersection of neuroscience, education, and psychology. While parents and teachers are often bombarded with promises of a better brain, this book distinguishes true, applicable neuroscience from the popular neuromyths that have gained currency in education. Each instructional guideline presented in the book is accompanied by real-life classroom examples to help teachers envision the direct application of the information in their own schools. The author offers essential tools for evaluating new information as it flows from research and adds to what we know. Written by a teacher for teachers, this easy-to-use resource documents the findings of the top experts in the field of neuroscience, psychology, and education. It addresses the confusion around the misuse of concepts in brain-based education, and applies well-substantiated findings about the brain to classroom practice and teaching."This seminal book has the potential to change the way we think about teaching and learning." -From the Foreword by Pat Wolfe, educational consultant, Mind Matters, Inc."This is not only an excellent guide for teachers and a most-needed review of the cutting edge research on neuroeducation, but also a model of pedagogy. The author guides readers step by step in the fascinating exploration of the new transdisciplinary field called MBE, Mind, Brain and Education Science. I recommend this book to every teacher. It will clarify many issues and promote many educational initiatives." -Antonio M. Battro, M.D., President of IMBES, International Mind, Brain and Education Society"Tracey Tokuhama-Espinosa has written a highly accessible, extraordinarily well-documented compilation of essential information for all educators. This breakthrough book guides informed decision-making using the best science has to offer to return joy and authentic learning to our classrooms." -Judy Willis, M.D., M.Ed., neurologist, middle-school teacher, author, and renowned speaker on brain-based education "A fascinating review of state-of-the-art research. It does more than just debunk myths, it also points toward tried and true tenets and principles of education. Written with clarity, freshness, and a sense of urgency, this is a book that every educator-and everyone who cares about children-should read." -Craig Pohlman, author of How Can My Kid Succeed in School and Revealing Minds

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Becoming Historians Review

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Becoming Historians ReviewThe 11 historians who contributed memoirs to this book represent scholars of history who came of age shortly before or after World War II and before the 1960s-70s - a new generation of historians, quite different from the older, traditionally classical generation. This book is, in the words of the editors, "...a record of one of the discipline's most creative but also most contentious periods."
This new generation of historians enhanced their discipline by creating a widely diverse group of new branches of study and specialties, reflections of emerging racial, gender and generational tensions during the period in which they became working professionals. Programs and curricula began to develop in such areas as African American history, women's studies, social and cultural history, public and local history, and non-Western history, among others. Historical editing projects also began to appear, with research libraries and universities sponsoring and housing the publication of letters and documents of significant Americans - "The Papers of . . . ."
The historians themselves were a widely diverse group and thus broke many of the traditional scholarly molds. Many of them came from working class, small business, military or various non-college-educated backgrounds, some being the first family member to go to college. They benefitted from the enormous growth of post-World War II higher education, with its increased emphasis on general liberal arts and higher standards of teacher education and certification. Such evolution also meant the inclusion of ethnic and religious minorities, women, people who came to history laterally from other occupations, and those seeking a complete change via a second career. With their non-traditional backgrounds and experiences, they were able to relate their scholarship to the world around them, to seek ways in which to make their work useful to society, and create new areas of research and study while at the same time creating their own places in these areas. They also turned to research and study in other geographical areas than Europe - Latin America, Asia, Africa.
The editors admit their difficulty in trying to choose contributors for this volume who aptly reflect the diversity and vitality of their discipline, and they have done an excellent job of highlighting these people and areas of learning. Readers of the memoirs will form their own opinions of individual writers, as to the importance or otherwise of each writer's subject matter, how these new areas of scholarship fit in as parts of an ever-expanding whole, and whether individual selections are well-written and informative or simply self-serving.
I have a personal interest in this collection of memoirs. I am a "bridge" - did undergraduate work at the tail-end of the older, classical school of pre-World War II historians, but waited about 15 years to attend graduate school. I consider myself fortunate to have been in graduate school during this rich and prolific period of new discoveries and new life for a traditional discipline.
Becoming Historians OverviewIn this unique collection, the memoirs of eleven historians provide a fascinating portrait of a formative generation of scholars. Born around the time of World War II, these influential historians came of age just before the upheavals of the 1960s and '70s and helped to transform both their discipline and the broader world of American higher education. The self-inventions they thoughtfully chronicle led, in many cases, to the invention of new fields—including women's and gender history, social history, and public history—that cleared paths in the academy and made the study of the past more capacious and broadly relevant. In these stories—skillfully compiled and introduced by James Banner and John Gillis—aspiring historians will find inspiration and guidance, experienced scholars will see reflections of their own dilemmas and struggles, and all readers will discover a rare account of how today's seasoned historians embarked on their intellectual journeys.

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Concept-Based Curriculum and Instruction for the Thinking Classroom Review

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Concept-Based Curriculum and Instruction for the Thinking Classroom ReviewIn the last decade I have tried to go deeply into my instructional strategies that indeed help the student of higher education to development their intelligence, critical thinking and potential creative without neglecting the contents. It has been an arduous but very interesting challenge. It is wonderful to find in this book a practical guide that take into account the conceptual structure from each discipline. The author has given me many answers product of her experience, that I hope help me to focus and to order better my teaching strategies. The examples in this book show how to extrapolate the factual knowledge to the conceptual understanding to connect it with student's experiences to give it a personal meaning, so that they can solve the manifold and complex problems that they will have to face at the real worldConcept-Based Curriculum and Instruction for the Thinking Classroom Overview
This indispensable guide combines proven curriculum design with teaching methods that encourage students to learn concepts as well as content and skills for deep understanding across all subject areas.


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Content-Area Writing: Every Teacher's Guide Review

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Content-Area Writing: Every Teacher's Guide ReviewThis is a great book. The format is easy to follow, and it gives practical information for all teachers. We're even using it for our literacy study group this year at Westside High!Content-Area Writing: Every Teacher's Guide OverviewThere are three truths about teaching writing, one that's widely known, one that isn't, and one that will change your teaching forever:

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50 Graphic Organizers for Reading, Writing & More (Grades 4-8) Review

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50 Graphic Organizers for Reading, Writing & More (Grades 4-8) ReviewThis book is a great way to introduce graphic organizers into the classroom. It comes packed with reproducible templates and strategies on incorporating them into a lesson. The best feature is that each template comes with an actual student sample. I love it and my students do too!50 Graphic Organizers for Reading, Writing & More (Grades 4-8) OverviewThis valuable resource includes 50 ready-to-go templates, student samples, and step-by-step directions. The organizers are perfect for notetaking, planning, presentation, and review. You'll find organizers for reading, writing, math, social studies, and science.

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Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (Technology, Education--Connections Series) Review

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Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (Technology, Education--Connections Series) ReviewThis book has many different models to form a science curriculum. Great for the Science teacher that needs to follow the state an school curriculum but who also needs to make changes in the classroom.Designing Coherent Science Education: Implications for Curriculum, Instruction, and Policy (Technology, Education--Connections Series) OverviewToo often in today's science classes, students learn isolated facts but are unprepared to apply scientific thinking outside of checking off answers on standardized tests. Designing Coherent Science Education demonstrates how effective instruction, supported by research-based curriculum materials and technologies, prepares learners to use scientific principles to make sense of the world around them. Arising from the National Science Foundation-funded Delineating and Evaluating Coherent Instructional Designs for Education (DECIDE) project, this volume brings together experts in curriculum development, technology-assisted learning, diversity, teacher education, and assessment to consider strategies that will help students achieve a more integrated understanding of science.

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