"Provides a clear understanding of the instructor's responsibilities when teaching in the block, explains what a brain-compatible class looks like, and gives sample lesson plans." -Randy Thompson, Educational Consultant "Educators who teach in a school system that utilizes block scheduling will find this text very useful." -Melissa Awenowicz, Coordinator of Field Placement University of Pittsburgh Use brain-friendly teaching strategies to maximize the benefits of extended time formats! Believing that block scheduling is one of the best environments for applying brain-compatible instructional methods, the authors have compiled a rich resource to show both novice and veteran teachers how to use brain-friendly strategies in extended time periods to deliver highly effective instruction and enhance learning for all students. A practical toolbox for teaching in block schedule formats, Brain-Compatible Learning for the Block, Second Edition focuses on a four-phase lesson model of inquiring, gathering, processing, and applying. This approach helps learners identify what they already know about the concepts or skills to be covered in the lesson, collect new information related to the lesson topic, engage in activities that will help the brain store new information, and transfer what they've learned to real-life settings. Written for middle school and high school educators, this second edition: Provides detailed sample lesson plans Examines how extended time formats impact student achievement Illustrates how to focus the learning experience for students Explores various alternative scheduling formats Offers updated research related to brain-based learning and block scheduling This book provides educators with concrete and accessible ideas for combining brain-based strategies with extended time formats and is an essential resource for making the most of block scheduling.
Bruce Williams has more than thirty five years of international consulting experience, and is noted for his expertise in group facilitation and in planning and team building methodologies. Williams' specialty is facilitating participative, interactive group workshops whether they are focused on strategic planning and consensus building or instructional methodologies for the classroom. He has conducted successful workshops on brain compatible learning and school change facilitation, and he frequently presents in the areas of cooperative learning, higher order thinking skills, and authentic assessment. With seven years' experience in teaching English as a second language in Japan and Korea, Williams is highly experienced in working with diverse populations. Thirty-six years' experience in adult training also make him a valuable resource in facilitating school change. In addition to conference workshops in 2002 in Australia and New Zealand, he has been invited three times to present workshops for teachers in Singapore. In April of 2004, Williams was the keynote speaker for 400 principals and teachers in Beijing. Steven E. Dunn, Ed.D., currently resides in Wichita, Kansas with his twin sons. His two daughters live and work in Chicago, Illinois. Dr. Dunn joined the School of Education faculty at Newman University in the fall of 2002. Before joining the Newman faculty, Dr. Dunn worked as an independent consultant beginning in 1992. His mission as a consultant was to provide professional development in effective instructional strategies, learning theories, service learning, curriculum development, classroom management, and related educational topics. During the decade he was a full-time consultant, Dr. Dunn was an author, trainer and consultant for several educational and business agencies including USAID Mission in Bosnia-Herzegovina Education Department Brcko District; International Youth Foundation in Skopje, Macedonia; Quest International and Lion's International throughout the United States and in Iceland, Poland, and Lithuania; Skylight International Renewal Institute throughout the United States; Ted Anders Company from Atlanta, Georgia; National Children's Educational Reform Foundation in Hartford, Connecticut and Dallas, Texas; American Management Systems and Army JROTC in Hampton, Virginia; National Endowment for Financial Education (NEFE) in Denver, Colorado; and Church of God Hispanic Educational Ministries in Cleveland, Tennessee. Dr. Dunn earned his bachelor's and master's degrees from Utah State University, and his Ed.D. from Brigham Young University. He was a high school English teacher and coach at Weber High School in Ogden, Utah. He has also taught on the faculties of Bowling Green State University in Bowling Green, Ohio and Utah State University in Logan, Utah. Dr. Dunn currently teaches graduate education courses at Newman University.
List of Tables and Figures Preface Acknowledgments About the Authors Introduction: Tools of the Trade 1. Physiology and Philosophy The Brain's Structure and Function Brain-Compatibility and Multifaceted Learning Brain-Compatible Learning Climate Sample Four-Phase Lesson--What's On Your Mind? Reflective Questions 2. Four-Phase Lesson and Unit Design Inquiring-Gathering-Processing-Applying Four Phases Assist in Schema Development Essential Questions Attend--Experience--Reflect Internal Structure Integrated Assessment Compare/Contrast Four-Phase Lesson With Traditional Lessons Benefits of Four-Phase Lesson Design Planning a Unit and a Lesson Reflective Questions 3. Extended Time Formats Including Block Scheduling Time for Brain-Compatible Learning Alternative Scheduling Formats Sample Four-Phase Lesson: Can Prejudice Kill a Mockingbird? Reflective Questions 4. Content and Curriculum To Cover or to Catalyze Learning? Prioritizing Curriculum in Extended Time Formats Brain-Compatible Curriculum Sample Four-Phase Lesson: Circles That Cycle Reflective Questions 5. The Art and Science of Teaching in Extended Time Formats Opportunity for Growth and Change Energizing Educational Principles Brain-Compatible Instructional Strategies Professional Learning Communities: Pathway to a New Paradigm Reflective Questions 6. Assessment: Measuring Achievement and Growth in Extended Time Formats The Right Stuff Caught in the Act of Learning: Authentic Assessment Assessment for Learning No Child Left Behind (NCLB) Testing Matters Assessment in Four-Phase Lesson and Unit Design Sample Four Phase Lesson: Science Schmience or Who Framed Sir Isaac Reflective Questions Bibliography Index
"Educators who teach in a school system that utilizes block scheduling will find this text interesting and useful." -- Melissa Awenowicz, Coordinator of Field Placement "Provides a clear understanding of the responsibilities of the teacher when teaching in the block, explains what a brain-compatible class looks like, and gives sample lesson plans. Useful for all middle school and high school teachers who are teaching in some form of block schedule." -- Randy Thompson, Educational Consultant
