REFLECTION ON THE VIDEO-NEW TEACHER EXPERIENCES

This video gave a reality check on what’s in store for every new teacher. I believe having the right philosophy and training sets you on the right path to your teaching career. I agree with Ms. Felix’s attitude that being in this career is about changing lives of many children and I always wish that I could be one who had made that difference in a student’s life.

Setting High Expectations-It was interesting how Mr. Torres wanted to establish the culture in his classroom from the very first day. His acceptance of all students and getting to know them is a crucial step that has to be established on the first day. I like the fact Mr. Torres introduces himself as a nerd. Which shows that he’s acceptable of all students in class and there’s no one atypical student. According to Marzano “changing the teacher behavior that comes with low expectations will most probably produce the desired effect on student achievement.”(Marzano,2007) This shows the reality of how simple but well reflected actions and change in behavior on the part of the teacher has the ability transform students from low achievers to high achievers. His actions  sets the tone for acceptance across the classroom for all types of students. This is also evident in Mr. Torres providing the way of Inclusion of Support Students. Mr. Torres made the effort to explain the math to the special ed student. I’m not sure if there was a teacher aid for him but he managed it well by including him in the lesson. He did not show any kind of differential treatment to a student with difficulties.

Classroom Rules: Mr. Torres did not set out classroom rules at the start.  Marzano states “Regardless of how well behaved students in a given class might be, they still need rules and procedures” (Marzano, 2007).In his class some students were on their mobile phones at the start of the year. Once again as Marzano states “teacher awareness of potential problems and quick attention to those situations are at the core of effective classroom management. Such behavior defines withitness.”(Marzano, 2007)Since all rules and expectations were not stated on the first day Mr. Torres did not appear to students as a teacher who thought that rules were important, hence it left  room for class management issues later on. I would like to implement Ms. Felix’s strategy which gave clear expectations to the students. Posting the agenda on the board and expectations for students to be on task is very important. Her method of motivating them in the classroom the “super star” activity is something I would follow. The fact it’s going to be on the wall for students to recall their abilities is a great motivation strategy when things get tough down the year. Her collaborative stance on building classroom rules and procedures is another great strategy for building accountability in students because “evidence shows that the utility and procedures is enhanced if students have input their design”(Marzano,2007).

Classroom management: Ms. Felix pleading with students at times asking them to be mature, I would say is not something I would do. She could have periodically reviewed the classroom rules as Marzano suggests “even when rules and procedures are well designed initially they must be reviewed and adapted as time goes by.”(Marzano,2007). Similarly with Torres talking students personally is great but I think it would work better if he established rules with the whole class, which would be easier class management than individually reminding them. Something I saw consistently was that Mr. Torres would talk over the student chatter. Personally I would first work on getting their attention first before giving out instructions.

Student Motivation-Ms. Felix had high expectations for her students. “ If a teacher believes that students can succeed she tends to behave in ways that help them succeed”(Marzano,2007).Therefore I agree with her pushing students to be better is important and giving some students to retake the tests that are formative will encourage them further. Mr. Torres using the timer is useful to keep students on track and motivate them to work faster.I would definitely take the tip from the mentor that giving appropriate work that is challenging and hands on enables the teacher to maintain respect.

Planning and Preparation: Planning your work time and prep is of utmost importance. The school meetings are scheduled hence it is important to plan ahead.

 Mentor Relationship: The mentor’s insight into the teacher’s teaching strategy is useful as she feels relieved it’s nothing out of the ordinary. Hence I believe I’ll need that encouragement as well time to time that I do not burn out!

Works Cited: 

Channel, T. T. (n.d.). The New Teacher Experience .

 Marzano, R. J. (2007). Art and Science of Teaching. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Reflection on Standards and Objectives in Effective Teaching

Reflecting on this week’s activities I would say it challenged me to an extent where at a point I was confused about the differences between standards, the objectives & the teaching strategies. Using specific wording appropriately for each was a task.

However as I continued to read through the resources it became clearer. My first task was to understand the Common Core State Standards (CCSS )vs. IB Criteria. My school is an IB school that does not incorporate CCSS. In my research I came across an IBO site that had a report on aligning common core to IB which I think was pilot program. This enabled me to venture further and search for possibilities as to how I could align the two standards.For example, in Language and literature in IB the objective C is about producing text where students will “create works that demonstrate insight, imagination and sensitivity” (IBO, 2013) and the CCSS the writing component of the English language Arts standard I chose for this purpose was CCSS .ela- literacy.w.7.3.d “Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.” (Initiative, 2015) I aligned the ideas of producing text through creativity (IB) to using descriptive language to convey experiences (CCSS).

I understood that a backward mapping standard is the root that sets forth the learning experience for a student. The primary goal of backward mapping should be to develop and deepen the student understanding. When clear priorities, purposes, and assessments are determined we can avoid the regular “textbook coverage” oriented teaching practices where no clear priorities and purposes are stated. In my inclusion classes I have observed teachers who had both the text book method and backward mapping used in their instruction. The textbook method of just following through pages of work had no clear objective of the desired result apart from taking the test at the end of the unit. This did not really deepen the student understanding of the application of the content. However in backward mapping the teacher has a clear goal of what areas should be focused on and brings it into perspective of student learning. Therefore the stages of backward mapping could be summarized as 1.  Identify desired results. -2. Determine acceptable evidence. 3. Plan learning experiences and instruction.

When unpacking the standard what really got my attention was by Sarah Tantillo’s article that said ““simple” standards require extensive scaffolding”  (Tantillo, 2014) When following the steps of paraphrasing, identifying the skills to achieve the standard and brainstorming various methods of teaching it gave a clear picture of where the scaffolding should take place. When designing the teaching strategies zooming in on the student performance requirement was essential to see to what extent the scaffolding needed to happen. For example in the standard ccss.ela-literacy.w.7.3.d “Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.” (Initiative, 2015)

one of the my student performances was “Students will use descriptive sensory language to capture experiences.” Therefore when planning on scaffolding a skill I planned on giving them a strategy that they could use in their future assignments. For ex: Teach students the strategy of adding description in their writing. They use the process as follows:

1) Read over their writing 2) Ask themselves, “Using my five senses, how could I add more detail (sensory language)? 3) Add these details to my writing in order to add meaning.

After unpacking a standard It is important to set specific objectives when planning a lesson. Without a specific objective you could spend your time on something that is not important or it makes it difficult to know whether the whole process was worth it. Therefore without knowing the direction the lesson is heading is like taking a purposeless trip. Hence objectives provide teachers a focal point for planning instruction. It is important that learning objectives should not be too broad which render them meaningless or too narrow that it will limit a teacher’s ability to differentiate. A useful strategy in this process of developing objectives would be to follow the SMART rule as in it being Specific,Measurable,Attainable ,Relevant & Targeted. 

Another essential rule in the  aspect of writing objectives is to have a mix of the varied levels of cognition in the areas of knowledge, comprehension, application,analysis,synthesis and evaluation as set in the Bloom's taxonomy thus covering a range of low to high level of learning in processing information.

It is also important for teachers to communicate these objectives to the students as seen in the video Ms. Noonan’s strategy of SWABAT [Students Will Be Able To] where they will make connections between what they are learning and what they are supposed to learn. Through the learning objective they can determine what they need to pay attention to and where they might be needing help. It could also decrease student anxiety about their ability to succeed. I would use this strategy in my study skill lessons for students needing learning support to help them focus on their learning and build motivation to set personal learning goals.

Works Cited

Heer, R. (n.d.). Iowa State University. Retrieved February 14, 2015, from A Model ofLearning Objectives: http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/

Initiative, C. C. (2015). Common Core State Standards Initiative.

International Baccalaureate Organization. ( 2013, July). Connecting IB to the Core.

Noonan, T. C. (n.d.). SWABAT Communicating Learning Goals.

Tantillo, S. (2014, January 31). Tools to Unpack the ELA CommonCore Standards.

Teacher & Educational Development, U. o. (2005). Effective Use of Performance Objectives for Learning and Assessment. Retrieved February 14, 2015, from Teacher & Educational Development: http://ccoe.rbhs.rutgers.edu/forms/EffectiveUseofLearningObjectives.pdf

  

MY BIGGEST FEAR

Looking back on the years gone and looking ahead to becoming a qualified special education teacher I feel I have conquered many fears from the day I set my foot to take this path. I've encountered a variety of students who have had varied learning and behavioral issues. Observing a myriad of teacher strategies I try to implement some of them in my class hoping for change in given situations

However I feel my biggest fear right now would be a student not complying with a assigned task and arrogantly proclaiming it in the class and creating a scene, which might or might not draw in a couple of students into the boycott. However much I know when a situation happens I panic and I'm afraid I'll say something that might escalate a behavior.

Reading through the resources this week has helped me to understand the amount of hours of preparation for a class is worth in the end if it means a great learning experience.Being proactive, organized, and watching out for precursors to varied student behavior will help minimize reactive situations.To be able to step back and remain calm will take some practice,as it would not happen every day! To be conscious not to engage in a verbal battle will take effort because I might just forget what to say when I panic.

I guess I'll overcome these fears just as I did the others in time to come.

Establishing Standards, Procedures & Rules in Remedial Skills- Learning Support Class.

Teachers setting norms and procedures in a classroom environment, no matter at what level or subject they teach bring consistency, order and predictability into a classroom. It is essential for behavior management and smooth academic instruction. I would like to focus on setting the following procedures and expectations in a learning support classroom where students who are receiving pull out and push in support gather for remedial skill support.

Establishing expectations on the first day of school.

-I would welcome students at the door and address them by name.

- Class room should be organized in every aspect. The reading corner, Math material access, silent reading  books , stationery-should  have specific places with easy access for students.- as students should walk into an organized classroom to convey my organizational expectations to them.

-Have allocated seating for each student for the first day. This will change as I get to know the students and what peer seating would support them in their learning.

-Discuss with them their expectations of me and my expectations of the students. This will let them know that I’m interested in what they expect from me as their teacher and that I would co- partner in their learning.

-My Expectations-

Ensure that the Homework Diary is brought to every class

Attendance and punctuality is essential.[Unless communicated in writing by parent]

How to ask for help would be discussed. Raising the hand to answer or seek help would be acceptable behavior. Calling out, shouting out answers will be inappropriate. I would do a mock activity and communicate this by acknowledging those who wait their turn and model positive behavior.

-         Students will be shown how to navigate around the room to access what they need. Every area of the class will be discussed and shown where & when they can get what they need without having to ask the teacher.

-         Modeling respectful behavior, the tone of voice we use, respecting opinions and including all students in activities will be discussed.

Procedures for general classroom room routines:

At the beginning of class:

-Post a schedule for the day and the approximate time on each task will be posted on the board/projected on a screen.

-The task will be briefly introduced and the student queries will be answered.

-All students will begin the class by going through their diaries.

Acceptable use of technology:

The students will be asked to keep all computers and electronics closed or in bags until required.

When working on computers the teacher will be observing whether they are on task.

Consequences of not being on task will be addressed.

Using earphones only for task related activities will be explained

Listening to music will be allowed only for students that the teacher thinks would benefit can use it.

Posters will be posted in class as reminders of laptop usage and reinforced while working on tasks.

 Whole class and small group instruction:

-         Students will be asked to use a quiet voice in discussions.

-         Respecting peer opinions and involving everyone in the group for the task is essential.

-         Raising the hand to signal for attention.

Seat Work

-         State the allocated time for the activity

-         Students will sit in their assigned seats or groups.

-         Due dates and home work will be noted on their diaries and will be checked by the teacher if noted correctly.

Breaks during class:

-Bathroom breaks are allowed only for an absolute emergency.

-The students will have desk caddies with pencils, erasers, rulers for use.

- All students should have portable bottles of water or drink water before coming to class.

-A student feeling unwell can visit the nurse on a teacher note.

Use of Materials

Ensure they are sharpened when students arrive. Sharpening pencils during instruction or activity time is not allowed.

- Students can use other stationery supplies when required in activities.

End of class

- Discuss homework submission and if not done appropriate consequence given.

-Students do not leave or pack up until the teacher dismisses them.

Non Negotiable Rules

-         Fire drill rules have to be adhered to. No talking, walking in a line and assembling in the field is a requirement.

-         Lock down rules- To go into a specified area the teacher directs and stay quiet until called out.

-         Running on wet corridors on a rainy day will be not be acceptable.

Standards

I would like to have the same standards stated by Tory Klemensten-“Be productive from bell to bell, Respect yourself and others, Listen during instruction and discussion."-(Joyce McLeod,2003)to go by in my class.

References

Joyce McLeod, J. F. (2003). The Key Elementsof Classroom Management. In J. F. Joyce McLeod, The Key Elements of Classroom Management (pp. 74-108). Alexandria, VA: ASCD.

Importance of Developing a Positive Climate in the Classroom

When considering the many roles a teacher plays in the classroom Marzano in his book “Classroom management that works” describes “Well managed classrooms provide an environment in which teaching and learning can flourish.” (Marzano, 2003) The final goal of developing a positive classroom climate is to improve student learning and develop positive behavioral characteristics in every student.

However this all depends on the effectiveness of the school as a whole and individual teacher effectiveness. Research has proven that highest student achievements are attained through highly effective schools and highly effective teachers. It is also said “Even if the school they work in is highly ineffective, individual teachers can produce powerful gains in student learning.” (Marzano, 2003)

Classroom management is the foundation to student learning. It determines success or the failure of teaching. “The most important point to bear in mind is that almost all surveys of teacher effectiveness report that classroom management skills are of primary importance in determining teaching success, whether it is measured by student learning or by rating. Thus, management skills are crucial and fundamental.” (Marzano, 2003)

The key areas in developing classroom management are described by (Marzano, 2003) as;

-Establishing rules and procedures for  the classroom

-Disciplinary interventions

-Developing teacher student relationships

- Mental set

 In this reflection I would like to focus on how establishing these classroom management areas will affect student learning particularly in the Secondary School as my area of teaching includes students in this age group and students with learning and behavioral difficulties. I have the unique opportunity of having a view of varied classroom management techniques used by teachers in a variety of class settings because of the inclusive learning support we provide in our school. Hence this study has proven many strategies that truly work and those that do not work in classrooms.

ABC and 123: Classroom Management Strategies. (2011, August 16). Retrieved December 20, 2014, from http://www.abcand123learning.com/2011/08/classroom-management-strategies.html

“Probably the most obvious aspect of effective classroom management involves the design and implementation of classroom rules and procedures” (Marzano, 2003).

The teacher identifying inefficient classroom procedures and developing rules and procedures that affect student learning and behavior positively is a must. This can be done by way of negotiating classroom rules vs. rigidly imposed rules. Engaging students in designing the rules enable them to have a clear understanding of expectation than enforcing the rule on them.

I would like to highlight some rules that would be most effective in classes. Firstly  the setting of clear expectations for behavior, secondly stating what is required of students during group work, thirdly student expectations at beginning of class and end of class.

Long-Crowell, E. (n.d.). Classroom Management Techniques. Retrieved December 20, 2014, from http://education-portal.com/academy/lesson/classroom-management-techniques.html#lesson

For example in the classrooms I have observed where there are no clear rules and guidelines the class is often chaotic, students misbehaving and the teacher constantly shouting over the student voices to get the class back in order. This presents a disorganized learning environment for all students. Setting the lesson at the start by posting the day’s agenda on the board, recording homework to be done on the student diary immediately sets students down to the preliminaries of the lesson.

When group work is planned effectively taking note of the various learning abilities and student characters all students achieve maximum learning. The students increased in interaction with content and with each other.

For e.g. I have observed one Math lesson where the teacher appointed various roles to the students in the group – Task manager-[reads the task and directs], Reporter [shares the outcome of the task], Supplier [gathers all necessary material for the task], Questioner [the one who can ask questions from the teacher]. This immediately brought the students to take their roles seriously and much learning was accomplished.

“Disciplinary interventions should include a healthy balance between negative consequences for inappropriate behavior and positive consequences for appropriate behavior.” (Marzano, 2003))

Teacher reactions which come positively are powerful when dealing with negative and positive consequences. Interventions for misbehavior should be consistent at all times. Providing consistent consequences enable students to know teacher expectations are not just mindless words and it is serious. Research has proven communicating with the home has powerful negative and positive consequences. (Marzano,2003)In my opinion the student’s family approach to their child’s learning is essential for this to be effective. The more concerned parent will take it positively and the other will disregard as a common occurrence. At the same time the student can face negative consequences with regard to this and hence it will not be a successful disciplinary action.

“Without the foundation of a good relationship, students commonly resist rules and procedures along with the consequent disciplinary actions” (Marzano, 2003) Student teacher relationships must bring flexibility, consideration and patience on the part of the teacher. The teacher must be mindful of not taking the “We- they” stand where the student does not feel that the teacher is a partner in his/her learning. Optimal student teacher relationship requires “equal parts of dominance and equal parts of cooperation.” (Marzano, 2003) This has to be both academic and behavioral. At OSC the students during 3 way conferences recognize their strengths and set learning goals for further improvement. And these goals are reviewed at the start of the next 3 way conference. I believe this personal goal setting in each subject area with the teacher, student & parent gives clarity and purpose and guidance for the student. Thus they are able to celebrate successes during the term. Making special efforts to build positive relationships with high need students such as socially inept students, perfectionists, students with attention deficit issues is important. Strategies such as the teacher befriending them , helping them to see the other side of their situation, suggesting positive learning and behavioral mechanisms and reviewing them regularly will enable a positive change for the student and enhance successful classroom management.

Lastly but not least is having the mental set to recognize mindfulness vs. mindlessness in managing the classroom. A teacher’s ability to be “with-it” and have “emotional objectivity” will enable effective handling of disruptive behaviors.In my area of work forecasting problems that will come with students in learning support is a norm. Planning where would the students be seated in class that is least disruptive to them and others, having to think on my feet when situations occur to calm behaviors, walking around the class  and ensuring each student is on task, spending time with each student and being alert to behaviors are key skills that are required in my field. Being able to not react personally and emotionally disengage from varied disruptive behaviors, and looking after myself in terms of being able to laugh about something to relieve the stress , I believe will help me to develop as an efficient classroom manager in the future.

 

References

Marzano, R., Marzano, J., & Pickering, D. (2003). Classroom management that works research-based strategies for every teacher. Alexandria, Va: Association for Supervision and Curriculum Development.

Marzano, R. J. (2007). The Art and Science of Teaching. Alexandria VA: Association for Supervision and Curriculum Development (ASCD). 

ABC and 123: Classroom Management Strategies. (2011, August 16). Retrieved December 20, 2014, from http://www.abcand123learning.com/2011/08/classroom-management-strategies.html

Long-Crowell, E. (n.d.). Classroom Management Techniques. Retrieved December 20, 2014, from http://education-portal.com/academy/lesson/classroom-management-techniques.html#lesson

 

Edited :Teaching Digital Learner's Through the Application of Brain Based Learning

What is Brain Based learning?

It was always thought previously that the brain growth was static but today we see that the brain is changing in response to the changes brought about by the high-tech information age in which we live in.

Brain based education focuses on how the brain is stimulated naturally at every developmental stage and the teachers being aware of this biologically driven change can bring effective instruction to students and a classroom that is diverse in exposure to various kinds of digital equipment and communication tools. We will examine how students learn and make new networks of neurons to support new learning and are able to retrieve the concepts, skills and facts in  their learning.

I particularly like the phrase in the article Brain based teaching in the digital age that “becoming a part of this transformation is something we must do because we are dealing with digital brains. So even if you are a digital dinosaur, it’s not too late. Your brain can change, too. In fact, it’s changing every day.” (Springer, 2010)

I would like to highlight few the many principles of Brain Based learning :

·         The brain needs multifaceted experiences:

The change in us brings about change in the brain and our experiences reinforce the changes in our brain. Some of these experiences could include stories engaging many areas of the brain, multisensory input for retrieval of information, reflecting on prior knowledge to make connections and using digital technology to engage your all senses are some of the experiences that will enhance learning.

·         The brain seeks patterns.

The information stored in our brains is stored as patterns. According to Judy Willis (2006), “ patterns are passageways for memories to follow.”(Springer, 2010) What can we do to set up these passageways? Chunking information and using graphic organizer’s help the students see patterns in lessons and learning effectively.

·         The brain searches for meaning:

Students find new information more meaningful if it relates to their personal life. If the brain finds no information it will drop the information out. Relational memory occurs when students can relate new learning to a past experience. According to Rogers (2008), “we will see an 'I don’t care' attitude because it is better to look like you don’t care rather than to look like you don’t understand. We see this kind of behavior in students 'who don’t get it'.”(Springer, 2010) Getting to know your students world, field trips, collecting, organizing, analyzing data are some ways a teacher can incorporate meaningfulness to information.

·         Stress inhibits the brain learning

Many students enter a classroom already stressed. It could be their very stressful personal lives, difficult social interactions with their peers or academically challenged because of learning, behavioral issues. Then we ask the question did the student’s anxiety come as a result of the teacher or the school environment itself? Giving students the feeling of belonging through group work and input is valued by teacher and students, assigning specific tasks, having lesson previews and agendas posted on the board, rules and consequences are consistent, clear targets discussed will provide the students an environment that lessens stress.

·         The learning is developmental

Different types of learning takes place as the brain develops through the ages 2-20.Brain Growth occurs through movement and play. As students learn and make new networks of neurons, their brains will change to support the new learning. Exposure to new concepts, skills, and facts, the memories will be permanently stored at each level of development.

What digital tools are available to support this Brain Based Learning?

“New information about the brain can have a profound effect on the classroom if teachers are aware of it.”(Allen, Nickelsen & Zgonc,2007).There’s a new kind of diversity in our classrooms and that is the students who have been exposed to a variety of digital tools, equipment and communication systems and the students[teachers] who have not.

A multifaceted experience can be brought into the classroom through stories shared through multimedia. For example a novel in addition to it being read in class, a movie will bring more lasting details. The children relate to visuals, the background music. Speech alerts their auditory skills to make more connections in their learning. Using varied computer programs for learning where senses are engaged such as researching, designing presentations, creating storyboards are some of the many uses of digital technology. We also see when students work collaboratively it engages them through sharing their experiences with one another enables them to recall their learning.

Patterning –through Mind mapping or graphic organizers help students create a visual version of their learning. They come in many forms. Most effective way of teaching patterning is through chunking information and using graphic organizers. Using mind maps to reinforce patterning techniques for EAL students is an effective tool. They are able to connect the concepts learned with new vocabulary. Mindmeister mapping tool will a great tool to explore as it will enable students access both the left and the right side of the brain and link new information. “Visuwords” is also a language learning online tools that maps out word patterns that benefit the EAL learner. Having the students themselves create mind maps for their learning and for study purposes will be reinforcing the patterns the brain seeks to transfer.

Searching for meaning can come in the form of a graphic organizer for KWHLU where students fill in what do we know, what do we want to find out, how can we find out what we want to learn, what did we learn and in addition how can I use this information in my life. This brings in responsibility for the students’ learning. Padlet Wall can be used to create a KWHL chart .It will bring the class together in their searching for meaning of the topic being learned. Students can contribute to it anonymously or not.

 Students sharing stories on the topic covered in class will bring more meaning to the lesson. For example if it’s about Natural disasters, a personal experience of a tsunami or cyclone etc. in their life and the students writing a blog entry on the topic, where it can be shared with the class, This  will bring more meaning to their learning. Another way of creating meaning is by giving students’ choice in their learning such as to how they would approach an umbrella task assigned by the teacher. For example if the umbrella topic is “Think global and act local” with regard to pollution. The students can be given choices of what area they would focus on, a local solution to the problem, collect data and design a presentation or a model to explain the problem and solution. Students can use varied types of technology tools such as Google slides, presentations, Prezi to present their learning. They can use various websites to do research. Include or make videos to showcase their learning. This type of experiential learning is meaningful for the students.

Lowering stress increases learning.  The learning brain that is not stressed is very different to the brain that is stressed. Especially students who do not have the similar digital abilities as others will be stressed and it has the capacity to interrupt their learning. Hence bringing a variety to the technological tools that are being used in the class can reduce this stress and enable students to participate comfortably. For e.g. if using a particular app is harder on an iPad change it to working on a laptop. When choosing online tools choosing user friendly tools for students will enable efficient work and a less stressed student.

 We recognize that the 21st Century digital brain belongs in our classrooms in this new age. Maximizing the gifts that technology brings and making wise decisions to extend a balanced student learning experience by providing high tech and face to face encounters we will be able establish holistic student learning.

References

Dr.Mariale Hardiman, E. (n.d.). John Hopkins School of Education. Retrieved Nov 15, 2014, from The Brain Targeted Teaching Model: http://education.jhu.edu/PD/newhorizons/Journals/spring2010/thebraintargetedteachingmodel/index.html

Education, S. C. (1998-2013). The Twelve Principles for Brain-Based Learning . Retrieved November 15, 2014, from The Talking Page- Literacy Organization: http://www.talkingpage.org/artic011.html

Jensen, E. (n.d.). What is Brain-Based Learning? Retrieved November 16, 2014, from Florida Education Association: http://feaweb.org/brain-based-learning-strategies

Rogers, S. (2008). Reinventing classroom assessment to increase achievement with challenging

students [Presentation]. ASCD’s 2008 Annual Conference. New Orleans, LA.

Springer, M. (2010). Brain Based Teaching in the Digital Age. Alexandria USA: ASCD.

Wilson, D. L. (2001,2005,2013). Overview of Brain Based education. Retrieved November 15, 2014, from The Second Principle: http://thesecondprinciple.com/optimal-learning/brainbased-education-an-overview/

Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: ASCD.

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