Ten Best Teaching Practices: How Brain Research and Learning by Donna E. Walker Tileston
By Donna E. Walker Tileston
Engage, encourage, and encourage scholars with today’s top practices
In this 3rd variation of her vintage tools textual content, Donna Walker Tileston engages readers from the start with real-life lecture room examples, confirmed options for attaining each learner, and up to date innovations, all defined in her reader-friendly variety. She accommodates the most recent study on brain-compatible pedagogy and studying kinds in the course of the up to date chapters on today’s most crucial issues, including:
- Using formative evaluation for top results
- Integrating expertise to attach scholars’ tuition and residential lives
- Differentiating guide to encourage all students
- Creating a collaborative studying environment
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Extra info for Ten Best Teaching Practices: How Brain Research and Learning Styles Define Teaching Competencies
19 2 Differentiating for Different Learning Styles Help students understand how they learn best. Give them an assessment that helps them discover their multiple intelligences or preferred learning modality. Then show them how to use this information to prevent the difficulty of assignments not matched to their learning style or preferred modality, how to seek help, and how to adapt their studying, note taking, and even the learning task itself to better meet their learning needs. —R. R. Jackson W e now know that some of the concepts that we held about the brain in the last century were not true.
When I work with audiences, I give them the following problem to solve: if five people shake hands with each other, how many handshakes is that? Now, there is a formula that can be applied to find the answer, and the math people in the audience are quick to work the answer out mathematically. But I like to show the answer visually, because it opens up a new world to people in the audience who need to see how the math works. 3. All that is left is to add up the handshakes: 4 + 3 + 2 + 1 + 0 = 10 handshakes.
Visual information is processed and stored in the occipital lobe at the back of the brain. Visual learners are those who need a mental model that they can see. As I’ve noted elsewhere (Tileston, 2004c), visual learners are those students who • • • • • • • • have difficulty understanding oral directions, may have difficulty remembering names, enjoy looking at books or drawing pictures, watch the speaker’s face, like to work puzzles, notice small details, like for the teacher to use visuals when talking, and like to use nonlinguistic organizers.