Brain-Based Teaching With Adolescent Learning in Mind [Paperback]

Glenda Beamon Crawford (Author)

Book Description

ISBN-10: 1412950198 | ISBN-13: 978-1412950190 | Publication Date: February 6, 2007 | Edition: 2nd

Presents the newest research on the adolescent brain and offers a framework for linking brain-based teaching to students' social, emotional, and cognitive needs.

Editorial Reviews

Review

“This is an excellent book that should be of great interest to secondary teachers. The use of the ACT examples add considerable clarity to the concepts being advanced.” (Barbara K. Given, Co-Director, Adolescent and Adult Learning Research Center )

"I found myself highlighting a great deal of this book. The text is relevant, real, and worthy of quoting to others to ensure that they truly understand how the adolescent learner processes information and through what type of activities they learn best and are most motivated by.” (Patricia Long Tucker, Assistant Superintendent )

"The book presents a broad and coherent framework that builds connections across a broad range of theories of adolescent learning and development. The curriculum ideas, questions to prompt teachers' self-reflection, and scaffolds to guide curriculum development all offer tangible tools to teacher educators and leaders in professional development efforts." (Maria Timmons Flores, Assistant Professor of Teacher Education )

About the Author

Glenda Beamon Crawford’s experiences with young adolescent learners span nearly thirty years. She has taught in grades 4–12 and currently coordinates the middle grades program at Elon University, where she is a professor of teacher education. She has authored three books, including Managing the Adolescent Classroom and Sparking the Thinking of Students, Ages 10–14, as well as articles on structuring classrooms for adolescent thinking and learning. She consults and presents regularly at state, national, and international conferences. Her research and teaching honors include the 2002 North Carolina Award for Outstanding Contribution to Gifted Education, the North Carolina ASCD Outstanding Research Award, and the Teacher of the Year Award.

Product Details

• Paperback: 208 pages
• Publisher: Corwin Press; 2nd edition (February 6, 2007)
• Language: English
• ISBN-10: 1412950198
• ISBN-13: 978-1412950190
• Product Dimensions: 10.9 x 8.4 x 0.5 inches
• Shipping Weight: 1.1 pounds (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars  See all reviews (2 customer reviews)
• Amazon Best Sellers Rank: #146,893 in Books (See Top 100 in Books)

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Customer Reviews

Most Helpful Customer Reviews

3 of 3 people found the following review helpful:

5.0 out of 5 stars Brain-Based Teaching, June 1, 2007

By 

Educator/Parent "Continual learner" (Orange County, CA) - See all my reviews

This review is from: Brain-Based Teaching With Adolescent Learning in Mind (Paperback)

Excellent book! A must have for anyone in the education of teens...from teachers to administrators. Although I am a parent of teenagers, I learned so much information on the physiology of an adolescent brain, and how it affects & influences learning during these developmentally important years. As an educator, it definitely changed, but also reaffirmed my approaches to teaching teens.

5.0 out of 5 stars Sheds light on a critical stage of life., November 22, 2011

By 

Kenneth J. Kohutek "Kenneth J. Kohutek, Ph.D." (Florida) - See all my reviews
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Amazon Verified Purchase

This review is from: Brain-Based Teaching With Adolescent Learning in Mind (Paperback)

The author shares many insights into that confusing, but so critical stage of life. Similar to a recent popular mazagine (National Geographic), the teen-age brain is NOT dormant but, instead changing and evolving into a future, mature brain. In the same way, children should not be viewed as adults, so should the adolescent brain not be viewed as either a child OR an adult. Consequently, the approach to instruction must be considered. It does not take long to realize that, while many of those in this age group, appear to be adults, their brains are not yet fully developed. Consequently, their cognitive approach to life remains somewhere between the old coping strategies and those which will unfold within the next few years.

Having worked with this age group in the classroom (middle school teacher), guidance counselor, consultant psychologist and (the most challenging role) parent of three children, this book drives home the obvious -- adolescent learning is different-- as well as provides many practical suggestions for making the academic process a rewarding one for both the student, parents, and teacher.

After a description of the developing brain is presented, information about strategies of getting and keeping attention (Chapter 2), creating a community of learners (Chapter 3), teaching students to think AND understand (Chapter 4), the final chapter addresses the ultimate goal of education -- promoting transfer -- is discussed.
Recommended for educators, administrators, parents as well as those involved in other ways of working with this population, including counselors and therapists.