Engaging the Brain 4/e

Marcia L. Tate, EdD, is the former executive director of professional development for the DeKalb County School System in Decatur, Georgia. During her thirty-year career with the district, she has been a classroom teacher, reading specialist, language arts coordinator, and staff development executive director. Marcia is currently an educational consultant and has taught over 500,000 administrators, teachers, parents, and business and community leaders throughout the world. She is the author of the eight books in the best-selling Worksheets Don't Grow Dendrites series and four additional books: Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They're Learning?, 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning K-8, and 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning 9-12, and her latest book, Healthy Teachers, Happy Classrooms that is designed to address both the personal and professional lives of all educators. Participants in her workshops refer to them as some of the best ones they have ever experienced since Marcia uses the twenty strategies outlined in her books to actively engage her audiences. Marcia received her bachelor's degree in psychology and elementary education from Spelman College in Atlanta, Georgia. She earned her master's degree in remedial reading from the University of Michigan in Ann Arbor, her specialist degree in educational leadership from Georgia State University, and her doctorate in educational leadership from Clark Atlanta University. Marcia is married to Tyrone Tate and is the proud mother of three children: Jennifer, Jessica, and Christopher, and nine grandchildren: Christian, Aidan, Maxwell, Aaron, Roman, Shiloh, Aya, Noah, and Alyssa. Marcia and her husband own the company Developing Minds, Inc. and can be contacted by calling the company at (770) 918-5039, emailing her at marciata@ bellsouth.net, or by visiting her website at www.developingmindsinc.com. You can also follow her on Twitter and Instagram at @DrMarciaTate.

Acknowledgments About the Author Introduction Strategy 1: Brainstorming and Discussion What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 2: Drawing and Artwork What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 3: Field Trips What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 4: Games What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 5: Graphic Organizers, Semantic Maps, and Word Webs What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 6: Humor What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 7: Manipulatives, Experiments, Labs, and Models What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 8: Metaphors, Analogies, and Similes What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 9: Mnemonic Devices What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 10: Movement What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 11: Music, Rhythm, Rhyme, and Rap What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 12: Project-Based and Problem-Based Learning What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 13: Reciprocal Teaching and Cooperative Learning What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 14: Role Plays, Drama, Pantomimes, and Charades What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 15: Storytelling What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 16: Technology What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 17: Visualization and Guided Imagery What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 18: Visuals What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 19: Work Study and Apprenticeships What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Strategy 20: Writing and Journals What: Defining the Strategy Why: Theoretical Framework How: Instructional Activities Action Plan Resource A: Brain-Compatible Lesson Plan Resource B: Graphic Organizers Bibliography