Setting up a successful classroom is one of the most important tasks educators undertake. The goal is to create an environment where all students can learn and thrive. The education community (helped by research that is identifying brain regions and the processes that are involved in learning) is beginning to recognize the importance of applying cognitive and neuroscience research and theory in the learning process. This information has direct implications for classroom practice. As we gain a better understanding of the learning process, we can make more informed decisions about how to structure teaching and learning. To get you started, here are some suggestions based on what is currently known about the brain.
Get full access to this article
View all access options for this article.
References
1.
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
2.
Barrett, S.L. (1992). It's all in your head: A guide to understanding your brain and boosting your brain power. Minneapolis, MN: Free Spirit.
3.
Brennan, H. (1997). Memory. New York: Scholastic.
4.
Butler, K. (1987). Learning and teaching styles: In theory and practice. Columbia, CT: The Learner's Dimension.
5.
Buzan, T. (1985). Use both sides of your brain. New York: Dutton.
6.
Caine, R., & Caine, G. (1994). Making connections: Teaching and the human brain . Reading, MA: Addison-Wesley.
7.
Caine, R., & Caine, G. (1995). Reinventing schools through brain-based learning . Educational Leadership, 52(7), 43-48.
8.
Campbell, D. (1997). The Mozart effect: Tapping the power of music to heal the body, strengthen the mind, and unlock the creative spirit. New York: Avon Books.
9.
Dement, W., & Vaughan, C. (1999). The promise of sleep: A pioneer in sleep medicine explains the vital connection between health, happiness, and a good night's sleep. Westminster, MD: Delacorte Press (Bantom, Double Day, Dell).
10.
DePorter, B., & Bernacki, M. (1992). Quantum learning: Unleashing the genius in you . New York: Dell.
11.
Diamond, M., & Hopson, J. (1998). Magic trees of the mind: How to nurture your child's intelligence, creativity, and healthy emotions from birth through adolescence . New York: PenguinPutnam.
12.
Elias, M.J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., et al. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
13.
Ellsworth, P., & Sindt, V. (1992). What every teacher should know about how students think: A survival guide for adults. Eau Claire, WI: Thinking Publications.
14.
Gardner, H. (1981). Art, mind, & brain: A cognitive approach to creativity. New York: Basic Books .
15.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
16.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences (10th anniversary ed.). New York: Basic Books.
Giuffre, K., & DiGeronimo, T.E. (1999). The care and feeding of your brain: How diet and environment affect what you think and feel. Franklin Lakes, NJ: Career Press.
19.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books .
20.
Grinder, M. (1991). Righting the education conveyor belt. Portland, OR: Metamorphous Press.
21.
Harmin, M. (1994). Inspiring active learning: A handbook for teachers . Alexandria, VA: Association for Supervision and Curriculum Development.
22.
Harris, K.R., & Graham, S. (Eds.). (1996). Constructivism and students with special needs: Issues in the classroom [Special issue]. Learning Disabilities Research & Practice, 11(3).
23.
Hart, L.A. (1983). Human brain and human learning. Village of Oak Creek, AZ: Books for Educators.
24.
Jensen, E. (1995). Brain-based learning & teaching. Del Mar, CA: Turning Point.
25.
Jensen, E. (1998). Super teaching (3rd ed.). San Diego, CA: The Brain Store.
26.
Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: The Association for Supervision and Curriculum Development.
27.
Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1994). Cooperative learning in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
28.
Johnson, D.W., Johnson, R.T., & Holubec, E.J. (1994). The new circles of learning: Cooperation in the classroom and school. Alexandria, VA: Association for Supervision and Curriculum Development.
29.
Kosslyn, S.M., & Koenig, O. (1992). Wet mind: The new cognitive neuroscience. New York: The Free Press.
30.
Kotulak, R. (1997). Inside the brain: Revolutionary discoveries of how the mind works. Kansas City, MO: Andrews McMeel.
31.
LeDoux, J. (1996). The emotional brain: The mysterious underpinnings of emotional life. New York: Touchstone (Simon & Schuster).
32.
Levine, M. (1993). All kinds of minds: A young student's book about learning abilities and learning disorders. Cambridge, MA : Educators Publishing Service.
33.
Levine, M. (1993). Guidelines for all kinds of minds: A manual for adults to use in their work with children. Cambridge, MA : Educators Publishing Service.
34.
Marker, C.J., Nielson, A.B., & Rogers, J.A. (1994). Multiple intelligences: Giftedness, diversity, and problem-solving. Teaching Exceptional Children, 27(1), 4-19.
35.
Pearlstine, N. (Ed.). (1997, February). A fantastic voyage through the human body [Special report]. Life.
36.
Pearlstine, N. (Ed.). (1997). How a child's brain develops [Special report]. Time, 149(5).
37.
Pinker, S. (1997). How the mind works. New York : W W Norton.
38.
Poplin, M., Wiest, D.J., & Thorson, S. (1995). Alternative instructional strategies to reductionism: Constructive, critical, multicultural, and feminine pedagogies. In W Stainback & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (2nd ed., pp. 153-165). Boston: Allyn & Bacon.
39.
Rose, C. (1987). Accelerated learning. New York : Dell.
40.
Scherer, M. M. (Ed.). (1997). How children learn [Special issue]. Educational Leadership , 54(6).
41.
Scherer, M. M. (Ed.). (1997). Social & emotional learning [Special issue]. Educational Leadership, 54(8).
42.
Scherer, M. M. (Ed.). (1997). Teaching for multiple intelligences [Special issue]. Educational Leadership, 55(1).
43.
Scherer, M. M. (Ed.). (1998). How the brain learns [Special issue]. Educational Leadership , 56(3).
44.
Schlichter, C.L., Larkin, M.J., Casareno, A.B., Ellis, E.S., Gregg, M., Mayfield, P., & Rountree, B.S. (1997). Partners in enrichment: Preparing teachers for multiple ability classrooms. Teaching Exceptional Children, 29(4), 4-9.
45.
Sousa, D.A. (1995). How the brain learns: A classroom teacher's guide . Reston, VA: The National Association of Secondary School Principals.
46.
Sousa, D.A. (1998). Learning manual for how the brain learns. Thousand Oaks, CA: Corwin Press.
47.
Sprenger, M. (1999). Learning and memory: The brain in action. Alexandria, VA: Association for Supervision and Curriculum Development.
48.
Sternberg, R. (1997). What does it mean to be smart?Educational Leadership, 54(6), 20-24.
49.
Sylwester, R. (1995). A celebration of neurons: An educator's guide to the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
50.
Tomilinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
