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| List of Expert Teachers by Chapter | |
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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| About the Author | |
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| Introduction: The Emerging Field of Neuroeducation and 21st-century Schools | |
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| Information From the Neuro- and Cognitive Sciences That Educators Should Know: Separating Neuromyth From Neuroscience | |
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| Neuromyth in Education | |
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| Some of Us Are Left-Brained; Some of Us Are Right-Brained | |
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| Listening to Mozart Will Make Your Baby Smarter | |
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| After Critical Periods of Development, Learning Shuts Down | |
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| We Only Use 10% of Our Brain | |
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| Teachers Should Assess and Teach to Each Child's Learning Style | |
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| We Are Born With All the Brain Cells We Will Ever Have | |
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| Important Themes From the Neuro- and Cognitive Sciences That Educators Should Know | |
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| Plasticity | |
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| Neurogenesis | |
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| Emotion and Stress | |
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| The Role of Attention in Learning | |
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| Executive Function | |
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| The Importance of Movement and Learning | |
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| Arts and Learning | |
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| Adolescents, Sleep, and Learning | |
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| Creativity | |
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| Brain Structure and Function | |
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| Brain Facts | |
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| Brain Cells: Neurons and Glial Cells | |
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| Cerebral Organization | |
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| Hemispheric Differences | |
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| From Research to Practice | |
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| The Brain-Targeted Teaching Model for 21st-Century Schools | |
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| Overview of the Brain-Targeted Teaching Model | |
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| Brain-Target One: Establishing the Emotional Climate for Learning | |
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| Brain-Target Two: Creating the Physical Learning Environment | |
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| Brain-Target Three: Designing the Learning Experience | |
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| Brain-Target Four: Teaching for Mastery of Content, Skills, and Concepts | |
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| Brain-Target Five: Teaching for the Extension and Application of Knowledge-Creativity and Innovation in Education | |
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| Brain-Target Six: Evaluating Learning | |
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| Brain-Targeted Teaching: Research to Practice | |
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| What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? | |
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| Brain-Target One: Establishing the Emotional Climate for Learning | |
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| Neural Systems Underlying Emotion | |
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| How We Perceive Fear and Threat | |
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| Effects of Stress on Learning | |
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| Stress and School Environments | |
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| The Impact of Positive Emotions | |
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| Emotions and the Adolescent | |
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| Implementing Brain-Target One: Establishing the Emotional Climate for Learning | |
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| Strategies for Promoting a Positive Learning Environment | |
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| Emotional Connection to Learning Goals and Objectives | |
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| What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? | |
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| Brain-Target Two: Creating the Physical Learning Environment | |
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| Attention and Novelty | |
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| The Effects of Environmental Features on Attention and Learning | |
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| Lighting in the Classroom | |
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| Sound in the Learning Environment | |
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| Scent in the Classroom | |
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| The Effects of Movement on Attention | |
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| Order and Beauty in the Classroom | |
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| What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? | |
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| Brain-Target Three: Designing the Learning Experience | |
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| Cognitive Development and Big-Picture Thinking | |
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| Planning a Brain-Targeted Teaching Learning Unit | |
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| Instructional Decision-Making: Content Choices for Learning Goals and Objectives | |
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| Learning Activities | |
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| Evaluating Learning | |
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| Use of Graphic Organizers in the Brain-Targeted Teaching Model | |
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| What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? | |
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| Brain-Target Four: Teaching for Mastery of Content, Skills, and Concepts | |
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| Learning and Memory | |
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| Types of Memory Processes | |
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| Neurobiology of Learning and Memory | |
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| Arts Integration for Mastery of Content, Skills, and Concepts | |
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| Repeated Rehearsal | |
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| Elaboration | |
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| Generation | |
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| Enactment | |
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| Production | |
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| Effort After Meaning | |
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| Pictorial Representation | |
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| Emotion and Memory | |
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| Pedagogical Strategies for Forming Strong Memories | |
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| Mnemonics | |
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| Desirable Difficulties | |
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| Chunking | |
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| Interleaving | |
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| Brain-Targeted Teaching Learning Units | |
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| What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? | |
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| Brain-Target Five: Teaching for the Extension and Application of Knowledge-Creativity and Innovation in Education | |
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| Twenty-First Century Skills | |
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| Creativity and Innovation in the Classroom | |
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| What Do the Brain Sciences Tell Us About Higher-Order Thinking and Creativity? | |
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| Content Versus Process in the 21st-century Skills Movement | |
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| What Does This Mean for Teachers? | |
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| Brain- Target Five Activities | |
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| Brain-Target Five Summary | |
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| What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? | |
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| Brain-Target Six: Evaluating Learning | |
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| Research to Practice: Evaluation to Enhance Learning | |
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| Frequent and Timely Feedback | |
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| Active Retrieval of Information | |
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| Spacing Effects | |
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| Multiple Kinds of Assessments | |
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| Portfolio Assessments | |
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| Student Journals | |
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| Performance Assessments | |
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| What Does a Brain-Targeted Teaching Unit Look Like in the Classroom? | |
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| Implementing Brain-Targeted Teaching in a School and Classroom | |
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| Brain-Targeted Teaching in the School: Getting Started | |
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| Instructional Leadership and Support | |
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| Rate Your Brain Targets | |
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| What Does a School Implementing Brain-Targeted Teaching Look Like? | |
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| Brain-Target One-Emotional Climate for Learning | |
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| Brain-Target Two-Physical Environment | |
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| Brain-Target Three-Learning Design | |
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| Brain-Target Four-Teaching for Mastery of Content, Skills, and Concepts | |
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| Brain-Target Five-Teaching for the Extension and Application of Knowledge: Creativity and Innovation in Education | |
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| Brain-Target Six-Evaluating Learning | |
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| Brain-Targeted Teaching in Teacher Preparation Programs: A Story From a Teacher Educator | |
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| Alignment of Brain-Targeted Teaching With Cognitive Taxonomies, Teaching Standards, and Learning Frameworks | |
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| Cognitive Taxonomies | |
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| Bloom's Taxonomy | |
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| Dimensions of Learning | |
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| Depth of Knowledge | |
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| Alignment With Brain-Targeted Teaching | |
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| Teaching Standards, and Teaching and Learning Frameworks | |
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| Interstate Teacher Assessment and Support Consortium (InTASC) Standards | |
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| Framework for Teaching | |
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| Universal Design for Learning (UDL) | |
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| Brain-Targeted Teaching Implementation Checklist | |
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| References | |
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| Index | |