Tara Wilson Reviews Teaching With The Brain In Mind - Free Article ...

When I review a particular book (or various online classes for teachers), I always like to first point out one of the most notable quotes. Author Eric Jensen said, ?You have much, much more to do with how your students turn out than you may have thought? (Jensen, p.33) In his book teaching with the brain in mind, Eric Jensen shares with educators the scientific and practical application of brain study and its connection to learning . Some of the memorable principles that the book addresses are dietary/health habits, a special approach to repetition, and the knowledge of emotional states.

First off, Jensen uses several studies and research in order to back up the importance of modeling, dietary and healthy habits. Jensen examines development stages as children grow up. Jensen mentions healthy eating habits and its impact on cognition. As kids develop, it?s critical for them to experience healthy emotional behaviors as well as language skills modeled for them. Throughout the early years of human brain development, ?proteins, unsaturated fats, complex carbohydrates, sugars, and a range of trace elements? are particularly beneficial in the learning process (p.25). During the teen years, students cope with hormones and massive structural changes within the human brain (Jensen, p.30). This behavior has been identified in teens. Sleep is especially important to children and teens. Throughout sleep, the human brain goes into catch up mode, within which it arranges and maintains fresh learning (p.30). School districts can very easily offer healthier foods and snacks, even while educating students and also mothers and fathers regarding intelligent choices.

Another concept this book covers is repetition. Even though repetition is certainly necessary in order to instill necessary information and facts, it can also prove boring. So, to maintain interest, a five-fold approach is suggested. Pre-exposure prepares students in advance for upcoming insight. This momentary exposure can easily happen ?days, weeks or even months before they are accountable for the new knowledge? (Jensen, p.39). Previewing occurs much closer towards the time the actual lesson begins. This exposure is actually much more specific. This may be an anticipation guide, a set of queries, a brainstorming activity, etc. (p.39). The third action, priming, is done just before a learning event. ? Priming is so easy and quick to do that students often have no idea that they are being introduced to new material? (Jensen, 2005, p.40). It is a great time to present a couple of key vocabulary words for the upcoming unit. After the lesson, reviewing occurs. Now is the time for you to ensure that the information that have been absorbed is exact. The author recommends that students be involved in developing easy ways to evaluate learning (p.40).

Finally, revising is a time to rebuild the learning that was ?achieved hours, days, or weeks? prior (Jensen, p.41). To solidify accurate information, Jensen recommends events, like graphic organizers, team constructed mind maps, pair shared paragraphs, or rating primary quiz questions to utilize with a partner (p41-42). An example of the reading standards with regard to English in Pennsylvania is to ?evaluate text organization and content to determine the author?s purpose, point-of-view, and effectiveness according to the author?s theses, accuracy and, thoroughness, and patterns of logic? (1.2.9.A). After reading ?To Kill a Mockingbird?, ninth graders can work individually to develop five quiz questions in relation to Harper Lee?s aim, the utilization of the motifs about coming of age, courageousness, prejudice, as well as viewpoint. After that, students may exchange and answer everyone elses test questions.

Finally, Jensen?s book talks about the significance regarding emotional states. The Jensen notes that,? students? brains will be altered by those [emotional] experiences? (Jensen, 2005, p68-69). Notable good and bad events seem to stick in the brain. These are more easily recalled than less traumatic emotions. The author focuses on four emotional states that are likely to occur in the classroom: fear/threat, joy/pleasure, sadness/disappointment, and anticipation/curiosity (p.72). Until students are in the emotional frame of mind where they?re ready and willing to learn, very little learning will probably occur. Recommendations regarding teachers include asking compelling questions which connect to students, role modeling the love of learning and enthusiasm for the content, celebrating special activities, including movement as well as actual physical activity, using debate for intriguing topics, and allowing students to reflect on individual topics of interest (Jensen, 2005, p.78-79).

To wrap up this course review of the several courses for teachers courses I have taken over the years, the author conveys brain research and concepts, such as dietary/health and fitness habits, a distinctive approach to repetition, and the knowledge of emotional conditions. Sleep and good diet are helpful to learning. Some even report that omega-3 fatty acids are able to improve concentration. Repetition, as previously mentioned in this book, permits information to become broken down into smaller chunks before as well as following a lesson. While I was checking out the video, I was a bit puzzled by the emphasis on repetition in the book. However, the details throughout the movie focused so a great deal on the value of plasticity, and continuing to challenge the brain and body with several new activities. Looking back, I realize that repetition is good to a point. Similar information can be presented in different ways. This seems to be the main element. Finally, Jensen shares the idea that teachers set the actual emotional time in the classroom. Many of us have got the skill to attempt to change emotional conditions in order for learning to occur. It is typical that a handful of students are particularly difficult to work with. It seems as if they are usually in an a lot more stable, negative emotional state. The particular concepts presented within the book and video have been especially helpful. I definitely will experiment with the suggestions that are recommended to further improve learning in my classroom as well as school.

Tara Wilson is an K-8 teacher in the greater Chicago area. She occupies her brain and occupies herself with the extra curricular activities of her own daugher (a high school senior).

She became tired of all the hassles of online classes for teachers , she has become an enthhusiast of independent study and correspondence courses for her teacher continuing educational needs.

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