Bruce Williams has more than thirty five years of international consulting experience, and is noted for his expertise in group facilitation and in planning and team building methodologies. Williams′ specialty is facilitating participative, interactive group workshops whether they are focused on strategic planning and consensus building or instructional methodologies for the classroom. He has conducted successful workshops on brain compatible learning and school change facilitation, and he frequently presents in the areas of cooperative learning, higher order thinking skills, and authentic assessment. With seven years′ experience in teaching English as a second language in Japan and Korea, Williams is highly experienced in working with diverse populations. Thirty-six years′ experience in adult training also make him a valuable resource in facilitating school change. In addition to conference workshops in 2002 in Australia and New Zealand, he has been invited three times to present workshops for teachers in Singapore. In April of 2004, Williams was the keynote speaker for 400 principals and teachers in Beijing. Steven E. Dunn, Ed.D., currently resides in Wichita, Kansas with his twin sons. His two daughters live and work in Chicago, Illinois. Dr. Dunn joined the School of Education faculty at Newman University in the fall of 2002. Before joining the Newman faculty, Dr. Dunn worked as an independent consultant beginning in 1992. His mission as a consultant was to provide professional development in effective instructional strategies, learning theories, service learning, curriculum development, classroom management, and related educational topics. During the decade he was a full-time consultant, Dr. Dunn was an author, trainer and consultant for several educational and business agencies including USAID Mission in Bosnia-Herzegovina Education Department Brcko District; International Youth Foundation in Skopje, Macedonia; Quest International and Lion’s International throughout the United States and in Iceland, Poland, and Lithuania; Skylight International Renewal Institute throughout the United States; Ted Anders Company from Atlanta, Georgia; National Children’s Educational Reform Foundation in Hartford, Connecticut and Dallas, Texas; American Management Systems and Army JROTC in Hampton, Virginia; National Endowment for Financial Education (NEFE) in Denver, Colorado; and Church of God Hispanic Educational Ministries in Cleveland, Tennessee. Dr. Dunn earned his bachelor’s and master’s degrees from Utah State University, and his Ed.D. from Brigham Young University. He was a high school English teacher and coach at Weber High School in Ogden, Utah. He has also taught on the faculties of Bowling Green State University in Bowling Green, Ohio and Utah State University in Logan, Utah. Dr. Dunn currently teaches graduate education courses at Newman University.

"Educators who teach in a school system that utilizes block scheduling will find this text interesting and useful."

• List of Tables and FiguresPrefaceAcknowledgmentsAbout the AuthorsIntroduction: Tools of the Trade1. Physiology and PhilosophyThe Brain′s Structure and FunctionBrain-Compatibility and Multifaceted LearningBrain-Compatible Learning ClimateSample Four-Phase Lesson--What′s On Your Mind?Reflective Questions2. Four-Phase Lesson and Unit DesignInquiring-Gathering-Processing-ApplyingFour Phases Assist in Schema DevelopmentEssential QuestionsAttend--Experience--ReflectInternal StructureIntegrated AssessmentCompare/Contrast Four-Phase Lesson With Traditional LessonsBenefits of Four-Phase Lesson DesignPlanning a Unit and a LessonReflective Questions3. Extended Time Formats Including Block SchedulingTime for Brain-Compatible LearningAlternative Scheduling FormatsSample Four-Phase Lesson: Can Prejudice Kill a Mockingbird?Reflective Questions4. Content and CurriculumTo Cover or to Catalyze Learning?Prioritizing Curriculum in Extended Time FormatsBrain-Compatible CurriculumSample Four-Phase Lesson: Circles That CycleReflective Questions5. The Art and Science of Teaching in Extended Time FormatsOpportunity for Growth and ChangeEnergizing Educational PrinciplesBrain-Compatible Instructional StrategiesProfessional Learning Communities: Pathway to a New ParadigmReflective Questions6. Assessment: Measuring Achievement and Growth in Extended Time FormatsThe Right StuffCaught in the Act of Learning: Authentic AssessmentAssessment for LearningNo Child Left Behind (NCLB)Testing MattersAssessment in Four-Phase Lesson and Unit DesignSample Four Phase Lesson: Science Schmience or Who Framed Sir IsaacReflective QuestionsBibliographyIndex

Bruce Williams has more than thirty five years of international consulting experience, and is noted for his expertise in group facilitation and in planning and team building methodologies. Williams′ specialty is facilitating participative, interactive group workshops whether they are focused on strategic planning and consensus building or instructional methodologies for the classroom. He has conducted successful workshops on brain compatible learning and school change facilitation, and he frequently presents in the areas of cooperative learning, higher order thinking skills, and authentic assessment. With seven years′ experience in teaching English as a second language in Japan and Korea, Williams is highly experienced in working with diverse populations. Thirty-six years′ experience in adult training also make him a valuable resource in facilitating school change. In addition to conference workshops in 2002 in Australia and New Zealand, he has been invited three times to present workshops for teachers in Singapore. In April of 2004, Williams was the keynote speaker for 400 principals and teachers in Beijing. Steven E. Dunn, Ed.D., currently resides in Wichita, Kansas with his twin sons. His two daughters live and work in Chicago, Illinois. Dr. Dunn joined the School of Education faculty at Newman University in the fall of 2002. Before joining the Newman faculty, Dr. Dunn worked as an independent consultant beginning in 1992. His mission as a consultant was to provide professional development in effective instructional strategies, learning theories, service learning, curriculum development, classroom management, and related educational topics. During the decade he was a full-time consultant, Dr. Dunn was an author, trainer and consultant for several educational and business agencies including USAID Mission in Bosnia-Herzegovina Education Department Brcko District; International Youth Foundation in Skopje, Macedonia; Quest International and Lion’s International throughout the United States and in Iceland, Poland, and Lithuania; Skylight International Renewal Institute throughout the United States; Ted Anders Company from Atlanta, Georgia; National Children’s Educational Reform Foundation in Hartford, Connecticut and Dallas, Texas; American Management Systems and Army JROTC in Hampton, Virginia; National Endowment for Financial Education (NEFE) in Denver, Colorado; and Church of God Hispanic Educational Ministries in Cleveland, Tennessee. Dr. Dunn earned his bachelor’s and master’s degrees from Utah State University, and his Ed.D. from Brigham Young University. He was a high school English teacher and coach at Weber High School in Ogden, Utah. He has also taught on the faculties of Bowling Green State University in Bowling Green, Ohio and Utah State University in Logan, Utah. Dr. Dunn currently teaches graduate education courses at Newman University.

"Educators who teach in a school system that utilizes block scheduling will find this text interesting and useful."

• List of Tables and FiguresPrefaceAcknowledgmentsAbout the AuthorsIntroduction: Tools of the Trade1. Physiology and PhilosophyThe Brain′s Structure and FunctionBrain-Compatibility and Multifaceted LearningBrain-Compatible Learning ClimateSample Four-Phase Lesson--What′s On Your Mind?Reflective Questions2. Four-Phase Lesson and Unit DesignInquiring-Gathering-Processing-ApplyingFour Phases Assist in Schema DevelopmentEssential QuestionsAttend--Experience--ReflectInternal StructureIntegrated AssessmentCompare/Contrast Four-Phase Lesson With Traditional LessonsBenefits of Four-Phase Lesson DesignPlanning a Unit and a LessonReflective Questions3. Extended Time Formats Including Block SchedulingTime for Brain-Compatible LearningAlternative Scheduling FormatsSample Four-Phase Lesson: Can Prejudice Kill a Mockingbird?Reflective Questions4. Content and CurriculumTo Cover or to Catalyze Learning?Prioritizing Curriculum in Extended Time FormatsBrain-Compatible CurriculumSample Four-Phase Lesson: Circles That CycleReflective Questions5. The Art and Science of Teaching in Extended Time FormatsOpportunity for Growth and ChangeEnergizing Educational PrinciplesBrain-Compatible Instructional StrategiesProfessional Learning Communities: Pathway to a New ParadigmReflective Questions6. Assessment: Measuring Achievement and Growth in Extended Time FormatsThe Right StuffCaught in the Act of Learning: Authentic AssessmentAssessment for LearningNo Child Left Behind (NCLB)Testing MattersAssessment in Four-Phase Lesson and Unit DesignSample Four Phase Lesson: Science Schmience or Who Framed Sir IsaacReflective QuestionsBibliographyIndex

Bruce Williams has more than thirty five years of international consulting experience, and is noted for his expertise in group facilitation and in planning and team building methodologies. Williams′ specialty is facilitating participative, interactive group workshops whether they are focused on strategic planning and consensus building or instructional methodologies for the classroom. He has conducted successful workshops on brain compatible learning and school change facilitation, and he frequently presents in the areas of cooperative learning, higher order thinking skills, and authentic assessment. With seven years′ experience in teaching English as a second language in Japan and Korea, Williams is highly experienced in working with diverse populations. Thirty-six years′ experience in adult training also make him a valuable resource in facilitating school change. In addition to conference workshops in 2002 in Australia and New Zealand, he has been invited three times to present workshops for teachers in Singapore. In April of 2004, Williams was the keynote speaker for 400 principals and teachers in Beijing. Steven E. Dunn, Ed.D., currently resides in Wichita, Kansas with his twin sons. His two daughters live and work in Chicago, Illinois. Dr. Dunn joined the School of Education faculty at Newman University in the fall of 2002. Before joining the Newman faculty, Dr. Dunn worked as an independent consultant beginning in 1992. His mission as a consultant was to provide professional development in effective instructional strategies, learning theories, service learning, curriculum development, classroom management, and related educational topics. During the decade he was a full-time consultant, Dr. Dunn was an author, trainer and consultant for several educational and business agencies including USAID Mission in Bosnia-Herzegovina Education Department Brcko District; International Youth Foundation in Skopje, Macedonia; Quest International and Lion’s International throughout the United States and in Iceland, Poland, and Lithuania; Skylight International Renewal Institute throughout the United States; Ted Anders Company from Atlanta, Georgia; National Children’s Educational Reform Foundation in Hartford, Connecticut and Dallas, Texas; American Management Systems and Army JROTC in Hampton, Virginia; National Endowment for Financial Education (NEFE) in Denver, Colorado; and Church of God Hispanic Educational Ministries in Cleveland, Tennessee. Dr. Dunn earned his bachelor’s and master’s degrees from Utah State University, and his Ed.D. from Brigham Young University. He was a high school English teacher and coach at Weber High School in Ogden, Utah. He has also taught on the faculties of Bowling Green State University in Bowling Green, Ohio and Utah State University in Logan, Utah. Dr. Dunn currently teaches graduate education courses at Newman University.

"Educators who teach in a school system that utilizes block scheduling will find this text interesting and useful."

• List of Tables and FiguresPrefaceAcknowledgmentsAbout the AuthorsIntroduction: Tools of the Trade1. Physiology and PhilosophyThe Brain′s Structure and FunctionBrain-Compatibility and Multifaceted LearningBrain-Compatible Learning ClimateSample Four-Phase Lesson--What′s On Your Mind?Reflective Questions2. Four-Phase Lesson and Unit DesignInquiring-Gathering-Processing-ApplyingFour Phases Assist in Schema DevelopmentEssential QuestionsAttend--Experience--ReflectInternal StructureIntegrated AssessmentCompare/Contrast Four-Phase Lesson With Traditional LessonsBenefits of Four-Phase Lesson DesignPlanning a Unit and a LessonReflective Questions3. Extended Time Formats Including Block SchedulingTime for Brain-Compatible LearningAlternative Scheduling FormatsSample Four-Phase Lesson: Can Prejudice Kill a Mockingbird?Reflective Questions4. Content and CurriculumTo Cover or to Catalyze Learning?Prioritizing Curriculum in Extended Time FormatsBrain-Compatible CurriculumSample Four-Phase Lesson: Circles That CycleReflective Questions5. The Art and Science of Teaching in Extended Time FormatsOpportunity for Growth and ChangeEnergizing Educational PrinciplesBrain-Compatible Instructional StrategiesProfessional Learning Communities: Pathway to a New ParadigmReflective Questions6. Assessment: Measuring Achievement and Growth in Extended Time FormatsThe Right StuffCaught in the Act of Learning: Authentic AssessmentAssessment for LearningNo Child Left Behind (NCLB)Testing MattersAssessment in Four-Phase Lesson and Unit DesignSample Four Phase Lesson: Science Schmience or Who Framed Sir IsaacReflective QuestionsBibliographyIndex