Description
Book SynopsisVirtually anyone who has attended college can attest to poor teaching approaches by very bright professors. Professors simply are not trained or taught how to best teach their content. They are not aware of learning theories, brain research, pedagogy and andragogy. They teach the way they were taughttheir mimetic isomorphism.Not only will this book share insights from all these areas, but it will also help professors prepare syllabi, create curriculum, prepare lesson plans, create assignments, and develop assessments with these concepts in mind. Further, we will embed differentiation, culturally relevant strategies, and the use of technology to enhance learning.
Trade ReviewEducators reside in a binary space as both teacher and learner. In that space, they are responsible for continually and effectively developing the minds in their academic environment. A successful and efficacious educator performs teaching as an art form while imbuing the foundational science behind the brain's capacity to discover, discern, assimilate, accommodate, and critique information. This process is in no way static. Learning is active. Learning is participatory. Learn is indeed a verb. Rettig and Bailey have created a resource for teachers that enlivens the what, why, and how to best perform the active, artistic, and scientific processes of teaching and learning.
-- Wynnetta Scott-Simmons, Ed.D, Professor Emerita (Retired)
“Dr. Rettig’s lucid command of the neuroanatomical, neurodevelopmental, and neurobiological aspects of the human brain and its function are on full display in the opening section of his book x, accurately translated into layman’s language that can easily inform readers from all scientific disciplines. His approach levels the playing field for academic educators seeking to both become more aware of the internal processes that influence psychological receptiveness to learning and to pro-actively develop practical strategies that leverage emerging neuroscientific-based principles to maximizing learning success.”
-- Dr. W. Joseph Herring, M.D., Ph.D. of the Johns Hopkins School of Medicine and Merck Research Laboratories
Table of ContentsDEDICATION
ACKNOWLEDGEMENTS
PREFACE
INTRODUCTION
LIST OF FIGURES & TABLES
PART I THE BRAIN
Nature and Nurture
The Unified Whole
Neurons
Brain Growth and Development
Regions of the Brain
Genetic Influences
Implications for Professors
The Brain
The Classroom and Its Environment
The Curriculum
Pedagogy
Assessment
Summary
Notes
PART IILEARNING THEORY
Behaviorism
Learning According to Behaviorism
Implications of Behaviorism in the College Classroom
Cognitivism
Learning According to Cognitivism
Multiple Intelligences
Culturally Responsive Learning
Implications of Cognitivism for the College Classroom
Constructivism
Learning According to Constructivism
Critical Theory and Critical Pedagogy
Implications of Constructivism for the College Classroom
Summary
Notes
PART IIIIMPLICATIONS AND APPLICATIONS
Implications
The Learning Environment
Curriculum and Pedagogy
Assignments
Assessment
Applications
Behaviorism
Cognitivism
Constructivism
Notes
BIBLIOGRAPHY
ANNOTATED BIBLIOGRAPHY
