The Brain-Targeted Teaching Model for 21st-Century Schools 1st Edition

Some publishers today believe that putting the word "Neuroscience" in a book's title is the opposite of putting in a math formula-- exponential growth instead of decay of sales. Unfortunately, neuroscience (my field, combined with robotics and animating math), is put on such an unrealistic and radical pedestal, that, frankly, I avoid almost all of its "applications" outside of surgery.This is because a whole bunch of stupid "pop sci" authors think that PET, functional MRI and other structure/function research means we really know a LOT about the brain. Hubris, and a complete lack of humility. What makes these folks think that managing a crowd of a trillion neurons is much easier than managing a mob of critters that size? Pinker, Dennett and Chomsky have taken to joking that our neurons actually ARE crowds, each with their own "groups" of self interest and intelligence, finding themselves imprisoned in brain-jail cells, robbed of their past eukaryotic freedom.Mairale is a complete exception to the trend of using neuro to make some new pedagogy sound "scientific." Other reviews all over the web describe this book in terms of a "teacher's manual" type text, and although it does give some astonishing new practical applications and models, it really is MUCH more scholarly than a "how to teach" or lesson plan manual. In fact, there are hundreds of those, and only ONE like this-- a comprehensive, research filled, technical bib underpinned survey of new models that really does advance the pedagogies of Watson, Piaget, Vygotsky, Stern, Bruner etc. to a completely new level.Whether you're a teacher or educational researcher, or into neuro-psych, this book is a must read. Hardiman doesn't just use "Neuro" as a dialog about molecular biology vs. concept learning; the "practical" side also concerns what we used to call modalities or dyadic didactics. Today, the ideas of deep intelligence via hierarchical recursion and "picking a gist" in learning new skills and using new tools also relate to a true, deep "grok" of concepts via intuitive analogy. One recent example I saw of Hardiman's essential conclusions and wonderful new ideas, is an astonishing math animation at a lecture on gauge theory for postdoc theoretical physicists.Leaving the room, the attendees to a person were commenting on how the experience was the first time in their lives the really "got" gauge at a gut level. Of course we know that means at a "neuro" level, right? The researchers had a kind of "new reverence" for the depth of the concept. What is the neurology of the childlike wonder when one realizes that the word "fraction" is infinite in subtle meanings, and can never be exhausted? My best teachers always looked at each concept not just from multiple frames, but with wonder and humility, and never ego and "I know it all." The "let's explore this together" models this author highlights get a lot closer to Vygotsky's wonderful insight that learning is not computer-like/automated activation of genetic grammars, as much as a social "epi genomic" field. Just as Vygotsky unified behaviorist and social controversies, Mairale deftly harmonizes the brain's hierarchical recursion with emotional as well as intellectual needs in the pratice based learning of both skills and concepts.My main point is to recommend you check this amazing text out, and not be turned off by the potential of pop neuro in the title. It's the real deal, integrated and deeply recursive, not pasted together to act like we know more than we do about consciousness vs. neural models of intelligence and learning. Thankfully, Hardiman also avoids the boring and often superficial "mind as software vs. hardware" debates, and gets right down to what we do know that helps in both practice and new research directions, and where the frontiers of research are bumping up against our honest humility.KEY TIP: This is one of those wonderful books that has an extensive "look inside" before buying feature on Amazon. DO take advantage of it! Don't let some of the "listening to Mozart while preganant" and "10% of your brain" teasers turn you off as "myths" -- the author uses them as recursive meta devices to teach teaching with (and I hate to use the word) a more "holistic" view of emotion, environment, stress, sleep, nutrition and other factors that sound like "neuro," but are essential to everything from memory to music practice, backed up with numerous contributor's research and an awesome bib/notes/research foundation in case you get static in trying to implement the ideas.

I love Fred Jones Tools for Teaching. I have even reviewed it on this site. This is a fantastic complement to that book. In my 4th year as a certified teacher, and my 6th in public school, I plan to gift my student teacher with the following set:- Fred Jones Tools for Teaching *- THIS BOOK *and for good measure...- Words their Way- The Daily 5- The Daily Cafe- 6 Traits WritingWith these books in your arsenal (you DO have to read them each a few times) you will be off to a better start than most anyone walking in the door. I now consider this book essential to my library. This book has changed the way I set up my room. It has changed the way that I develop lessons and teach. I credit this book with my highest yet observation rating from my principal. I could write you 10 more paragraphs on how great this book is and how refreshing it is to read. I'll save you the time. Click "order now".

This book is easy to read and provides a comprehensive look at this teaching method. Hardiman provides many helpful ways to implement the brain targeted teaching model and explains why it's needed for students. I recommend this book to any teacher looking to support their students.

As I Neuroeducation specialist, I appreciate Dr. Hardiman's work. The Brain-Targeted Teaching model is an excellent pedagogical framework that connects neurosciences and education in a manner that is easily comprehended and quickly adaptable for the classroom teacher who wants an understanding of the metagognition of the lesson units planned for their students. Highly recommended

Regardless of one's pedagogical practice, BTT can help dispel neuromyths and other misunderstandings about the brain that may influence one's teaching practice. It's a comprehensive model based on how the brain actually learns, and it provides concrete tools and suggestions for implementation.

It is good to know that Dr. Hardiman has devoted her time and energy in developing a structured approach to improving cognitive abilities in children and adults. The book is a good start for someone interested in this field.

Good compilation of effective teaching tips based on solid research

Readable and informative.