LEADER 04035nam 2200589 450 001 9910819601203321 005 20230721042524.0 010 $a1-4522-9528-X 010 $a1-4522-0946-4 035 $a(CKB)3710000000456636 035 $a(EBL)1386458 035 $a(SSID)ssj0001530626 035 $a(PQKBManifestationID)12644442 035 $a(PQKBTitleCode)TC0001530626 035 $a(PQKBWorkID)11530613 035 $a(PQKB)10049237 035 $a(MiAaPQ)EBC1386458 035 $a(EXLCZ)993710000000456636 100 $a20150813h20092009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFierce teaching $epurpose, passion, and what matters most /$fEric Jenen 210 1$aThousand Oaks, California :$cCorwin Press, a SAGE Company,$d2009. 210 4$dİ2009 215 $a1 online resource (121 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-6330-3 311 $a1-4129-6329-X 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Preface; Acknowledgements; About the Author; Introduction; Fierce Teaching Strategies; Strategy 1: Body and Emotional Connections; Body-Mind Emotional Engagement; Five Key Emotional States; Safety; Vesting; Connection; Alertness; Hope; Summary; Strategy 2: Feedback and Error Correction; The Importance of Feedback; A Case for Feedback Styles; Using Feedback Types; What Makes Feedback Work So Well?; Summary; Strategy 3: Input-to-Output Ratio; Who's Doing the Learning?; The Truth about Time in Learning; Mastery of Material through Time; The Brain's Perspective on Learning 327 $aLimitations in Working MemoryConsolidating the Learning; Hippocampus Overload; Cortical Limitations; How Does the Need for Time Translate into the School Day?; The Importance of Rest Time; Summary; Strategy 4: Elaboration for Depth; What is Elaboration?; Preparation for Elaborative Learning; Elaboration Categories; The "How-to" of Elaboration; Five Elaboration Strategies; Elaboration Alternatives; Summary; Strategy 5: Recall and Memory Management; What Makes Purposeful Memory Encoding So Good?; Six Approaches for Repetition to Get Memories Encoded; Preexposure; Priming 327 $aPrior Knowledge ActivationPostviewing; Guided Practice; Revision with Links; Summary; Strategy 6: Content Coherence; What is Coherence?; Texts with Coherence; Teaching for Coherence; Key Structural Knowledge; Experiential Learning; Semantic Support; The Use of Models; Summarizing and Discussion; Sleeping on it; Summary; Strategy 7: Environmental Management; The Four Environmental Domains; The Physical Environment; How Do Environments Affect Us?; The Social Environment; Social Influences on Our Brains, Bodies, and Lives; Positive Social Structures Work Miracles; Independent Learners 327 $aClassroom Dialogues to Build Social StructuresSocial Status Strategies in Motion; The Academic Environment; The Five Success Factors; The Cultural Environment; The Culture of Success is All about Achievement; The Counterculture of Success is That of Disengagement from the System; The Culture of Respect Acknowledges That You are Somebody; The Counterculture Exists Where Students Disrespect others; Building Positive Cultures; Summary; Epilogue; References; Index 330 $aAchieve consistent, positive teaching results using these brain-compatible methods that are readily adaptable to individual learning styles, aligned with current research, and applicable to all grade levels. 606 $aTeaching 606 $aEffective teaching 606 $aLearning, Psychology of 615 0$aTeaching. 615 0$aEffective teaching. 615 0$aLearning, Psychology of. 676 $a371.102 700 $aJensen$b Eric$f1950-$0623404 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910819601203321 996 $aFierce teaching$93917129 997 $aUNINA