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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| Teacher Education and Professional Development: Preparing, Developing, and Supporting Teachers by Providing Them with a Firm Foundation | |
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| Teachers as Learners | |
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| Five Big Ideas from Research to Application | |
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| Challenges and Opportunities in 21st Century Schooling | |
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| In Support of a Gold Standard for Educational Professionals: Teachers as Adaptive Experts and Lifelong Learners | |
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| Challenges in the Current System of Teacher Education and Schooling | |
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| Tools for Learning and Teaching in the 21st Century | |
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| Brain, Plasticity, Potential, and Intelligence | |
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| The Body-Brain System | |
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| Metacognition | |
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| The Challenges of Teaching Today | |
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| Opportunities Knock for Lifelong Learners | |
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| Connecting the Science of Learning to the Art of Teaching | |
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| Big Idea 1: Implications of Neural Plasticity for Learning and Teaching | |
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| Understanding the Science of Neural Plasticity | |
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| Brain Development Over the Life Span | |
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| Plasticity Research and the Classroom | |
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| From Research to Classroom Practice: Plasticity in Action | |
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| What's the Big Idea? | |
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| BIG IDEA 2: Recognizing Human Potential | |
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| Misunderstanding Potential: The Fixed Mindset | |
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| Defining Potential in the Classroom | |
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| Teacher Expectations About Their Students' Learning Potential | |
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| Educational Leadership: Beyond the Classroom | |
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| From Research to Classroom Practice: Guiding Students to Actualize Their Learning Potential | |
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| What's the Big Idea? | |
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| Big Idea 3: Understanding Intelligence | |
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| Conceptions of Intelligence | |
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| Dynamic, Changeable Intelligence | |
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| Malleable Intelligence and Student Learning | |
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| Malleable Intelligence, Motivation, and Effort | |
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| The Role of Deliberate Practice | |
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| Using Formative Assessment for Intelligence Building | |
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| Educational Leadership: Beyond the Classroom | |
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| From Research to Classroom Practice: Intelligence for 21st Century Success | |
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| What's the Big Idea? | |
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| Big Idea 4: The Body-Brain System at Work for Learning | |
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| Stronger Bodies, Sharper Minds | |
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| The Search for Causal Connections | |
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| High-Octane Fuel for Learning | |
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| The Emotional Aspects of Learning | |
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| Modeling and Teaching Optimism | |
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| Preparing for Learning with a Good Night's Sleep | |
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| From Research to Classroom Practice: Putting the Body-Brain System to Work | |
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| What's the Big Idea? | |
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| Big Idea 5: Metacognition as a Path to Becoming Functionally Smarter | |
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| Metacognition Through the Ages | |
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| Thinking About Thinking: Two Layers of Learning | |
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| Connecting Metacognition and Executive Function | |
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| Teaching and Facilitating the Use of Cognitive Strategies | |
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| Connecting Cognitive Strategies to the Common Core State Standards | |
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| Gathering Information | |
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| Exploring and Elaborating | |
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| Communicating What You Have Learned | |
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| Teaching Cognitive and Metacognitive Strategies by Example | |
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| From Research to Classroom Practice: Learning by Teaching and Reflecting on Your Professional Practice | |
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| What's the Big Idea? | |
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| Teaching, Learning, and Neuroeducation Myth Busting | |
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| Becoming an "Apprentice" of Effective Education | |
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| There Is More to 21st Century Education Than the 3 Rs-A Lot More | |
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| You Can Get Better at Almost Anything If You Set Your Mind to It | |
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| Your Brain Is a Learning Muscle-Build It | |
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| Early Intensive Reading Instruction Can Open New Worlds | |
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| The Little Engine That Could Had the Right Idea | |
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| Don't Forget: You Can Remember | |
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| Support Physical Activity to Support Learning | |
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| Your Role as a Myth Buster | |
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| Your Journey of Learning and Teaching | |
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| The Importance of Learning Together | |
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| Connecting with a Worldwide Professional Learning Community | |
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| The Joy of Informal Learning | |
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| Rising to the Hope and Challenges of Your Professional Practice | |
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| References | |
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| Index | |
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| About the Authors | |