Igniting Student Potential

Angus M. Gunn is professor emeritus at the University of British Columbia. Gunn's books, journal articles, and media productions focus on education, geography, and environmental science. Robert W. Richburg, Ph.D., a teacher of teachers, is University Distinguished Teaching Scholar at Colorado State University. Dr. Smilkstein speaks nationally and internationally on brain-compatible education. She has taught in middle school through graduate school including 28 years at North Seattle Community College. Currently Professor Emerita North Seattle Community College and invited faculty in Educational Psychology at Western Washington University's Woodring College of Education, Everett Campus. Publications include articles and books on brain-based curriculum and pedagogy. Author of We're Born to Learn: Using the Brain's Natural Learning Process to Create Curriculum (Corwin Press, 2003), which won the Delta Kappa Gamma International Society's Educator's Award of the Year, 2004; the second edition will be published in 2011. She is a co-author of Igniting Student Potential Using the Natural Human Learning Process (Corwin Press, 2007). M.A. (English, Michigan State University), Ph.D. (Educational Psychology, University of Washington). She has received many teaching awards, including the National Institute for Staff and Organizational Development's Excellence Award, 1991, 1995; the College Reading and Learning Association's highest honor, the Robert Griffin Award, 2005; Induction as a Fellow of the American Council of Developmental Education Associations, 2006, the highest honor in the field of Developmental Education.

Acknowledgments About the Authors Part I: Research and Theory 1. Why This book? Why Now? The Moral of the Maginot Line Are Our Educational "Guns" Facing in the Wrong Direction? A Bloated Curriculum A Testing Obsession Cultivating the Latent Ability of Every Student Life-Altering Teachers The Classroom as a Community Understanding Is a Key to Hope A Playful Classroom References 2. How Learning Happens: The Natural Human Learning Process Students Know How to Learn; They Are Natural Learners Trying to Find the Way Research on the Natural Human Learning Process (NHLP) Using the Missing Link in Math Education If All Students Learn the Same Way, Why Are Students' Fates Different? A Person's Fate: Nature or Nuture? Helping Students See Their Potential: Students' Self-Understanding The Benefits of the NHLP and Metacognitive Knowledge All Students Have an Innate Potential and Motivation to Learn The NHLP Pedagogy Notes References 3. How the Brain Learns: Research and Application The Seven Magic Words Metacognition: Basic Facts about How the Brain Learns that Everyone Should Know Motivation Creativity Emotions and the Brain: Fight or Flight Constructivism Reasons Students Are Not Motivated In School Plasticity (Neuroplasticity) No-Fail First-Stage Learning Tasks Examples of No-Fail First-Stage Learning Tasks Things That Can Make It Go Wrong Feeding the Brain Opportunities to Fulfill Their Potential Notes References Part II: Classroom Applications 4. How Tall Am I? Real-world Math for Early Learners Transition from Home to School Creating a Brain-Friendly Environment The Nature of Math Math Content for Early Grades Numbers Measurement Geometry Games Multiple Intelligences and Student Potential Exploring Outside the Classroom Evaluation References 5. Can You Build an Igloo? Understanding the Past with Elementary Learners Discovering the Past Beginning the Unit Examining a Distant Place Inuit Society Today References 6. Where Would You Locate Your Castle? Developing Potential in Early Adolescent Learners What are the Relatively Normal Physical Changes That Occur With the Beginning of Puberty? How Then Would We Teach? Justin's Teacher Building Relationships - The Key to Early Adolescents Enriched Environments Boredom Reduces the Adolescent Brain The Importance of Play The Opposite of Play is Stress Active Learning and Problem Solving Connected Learning Social Learning The Importance of Emotion Where Would You Put Your Castle? A Potential Igniting Teaching Unit An Acronym to Help Us Remember These Strategies The Early Adolescent Needs a Uniquely Skilled, Compassionate Teacher References 7. What Keeps Satellites Above Earth? Scientific Investigations for Teenage Learners Teenage Intellectual Abilities Learning to Use Scientific Methods Coral Atolls Pendulum Clocks Gravity Satellites Relativity References Part III: Teacher Skills 8. Learning Communities: Falling Empire and Rising Democracy Learning Communities A Falling Empire Models of Learning Communities Student Feedback The "Ask Them" Method for Assessment and Engaged Learning Using "Ask Them" For Assessment in a Coordinated-Studies Learning Community: "The Fall of Empires" Side Benefits Pitfalls and Trouble-Shooting Making a First Connection Igniting Student Potential Notes References 9. Assessment Strategies that Promote Learning and Ignite Student Potential Instructional Sequence: Case 1 Instructional Sequence: Case 2 What Are the Differences Between Juan's and Mary's Approaches to Assessment? Informal Feedback Making Certain We Are Measuring What Our Students Are Learning Test Considerations vs. Projects References Appendix A: Interest Inventory Appendix B: Eporue Map Appendix C: Juan's Classroom Appendix D: Using Juan's Interest Inventory to Show Group Attitude Change 10. Developing Teachers Who Inspire Their Students What is Different About Instruction That Allows the Brain to Learn in its Most Natural Way? Why Does This Approach Work? How Do Teacher Skills Differ in Problem-Solving Instruction? A Model Preservice Teacher Training Program: Training Teachers to Teach with the Brain's Natural Way of Learning Candidate Selection Process Program Structure The Teacher Education Classroom as a Laboratory Student Teaching A More Effective Approach to the Preservice Education of Teachers The On-going Professional Development of Teachers If the Resources Were Available, What Would a Model Professional- Development Program Look Like? Lesson Study: Another Professional Development Strategy Educare Conclusion References Index

"Well organized. I enjoyed the self-talk about bad neural networks and especially liked the brain research in the chapters pertaining to the development of the student." -- Marilee Sprenger, Professional Development Consultant "`Handle with care' should be on the front cover so that the eager teacher uses the book as an inspirational resource, gradually remolding practice and introducing change in appropriate increments. This book might have immediate impact if used first as a discussion starter for small groups of teachers or as a study guide for staff development or 'retreats.' The message of the book, however, goes far beyond strategies for teachers. There are issues here for school administrators, for state-mandated goals and programs, and for teacher education programs. The book certainly deserves consideration by teacher education methods instructors. And since parental involvement is absolutely necessary if any constructive change is to take place, imagine how discussion of this text might perk up a PTA meeting!" -- Roy Bentley, Professor Emeritus "Fosters a refreshing educational discourse of possibility and offers some very useful classroom strategies that work with today's youth." -- Peter P. Grimmett, Director "A wonderful guidebook for people moving toward constructivism and for many who are already there." -- Geoffrey Caine, Director "Igniting Student Potential should be on every teacher's must-read list. The book not only tells why teachers should get in tune with their students' natural learning process, but explains how to do so. If teachers have intent to construct the best possible learning environment for their students, this book is an essential tool to help them do it." -- Dee Tadlock, PhD Director, Research & Development "A stimulating read. Confirms so much of what we have been trying to convey to the teachers with whom we work." -- Sue Beeson, Director, CSD