Brain-Based Learning

Eric Jensen is a former teacher who grew up in San Diego, California. With a Ph.D. in Human Development, he synthesizes brain research and develops practical applications for educators. He is listed among the top 30 educators in the world at GlobalGurus.org. Dr. Jensen has authored over 30 books, including Different Brains, Different Learners, Teaching with the Brain in Mind, Turnaround Tools for the Teenage Brain, Teaching with Poverty in Mind, Engaging Students with Poverty in Mind, and Poor Students Rich Students. Dr. Jensen co-founded an academic enrichment program held in 14 countries with over 75,000 graduates. He is a member of the invitation-only Society for Neuroscience and the President’s Club at Salk Institute of Biological Studies. Dr. Jensen provides conference speaking and trainings that can be found at jensenlearning.com. Or, contact: eric@jensenlearning.com.Liesl McConchie is an international expert on how the brain learns, and co-author of Corwin’s best-selling book Brain-Based Learning with Dr. Eric Jensen. She has been published in multiple education journals, including ASCD′s Educational Leadership journal and NCTM’s Mathematics Teacher. With over 25 years of experience in education, Liesl bridges her knowledge of how the brain best learns with her experience of teaching math to create tangible strategies to support teachers and schools across the globe. She has a rich background in education that includes creating new schools, leading whole-school reforms, delivering workshops to educators, and speaking at conferences. Liesl brings the highest quality of research, professionalism, and engagement to all her contributions to the field of education.

This is an engaging book that my graduate students appreciate. The current edition provides some fresh perspectives supporting brain-based research.

• List of IllustrationsPrefaceAcknowledgmentsAbout the AuthorsIntroductionPart I: Fundamentals of Brain-Based LearningChapter 1: How the Brain Usually LearnsWhat Is Learning?Learning’s Big Five PlayersFour Types of Input: A Deeper DivePutting It All TogetherBeyond Explicit/Declarative InputSummaryChapter 2: Why Each Brain Is UniqueAgeGeneticsEnvironmentsGenderLuckConclusionPart II: Laying the Foundation for LearningChapter 3: How Our Senses Impact LearningSenses Are SignalsSmellAir QualityNegative IonizationSightSoundTouchChapter 4: Relationships in the ClassroomThe Biology of RelationshipsPerceptions MatterRecognize and Act on EquityChapter 5: The Power of NeuroplasticityThe Properties of NeuroplasticityWhy the Brain Needs PlasticityHow to Foster NeuroplasticityConclusionPart III: The Brain’s Learning StrengthsChapter 6: How Emotions Impact LearningOur Basic EmotionsEmotions vs. Moods vs. StatesEmotions in the BrainCreating a Positive Environment With Classroom TraditionsSummaryChapter 7: Physical Movement and the BrainMovement and CognitionMovement and Emotional Self-RegulationMovement and HealthConclusionChapter 8: Motivation That WorksUnderstanding MotivationUnderstanding DemotivationShort-Term Motivational StrategiesLong-Term Motivational StrategiesConclusionPart IV: Putting This Together in Your ClassroomChapter 9: The Non-Conscious Learning ClimateSafetySense of BelongingFeeling Hopeful and SupportedConclusionChapter 10: Better Classroom Learning—Easy as R-C-CR: ReadinessC: Coherent ConstructionC: ConsolidationChapter 11: Getting Your Brain to Work With You, Not Against You: Self-CareVibrant Health (Physical Well-Being)Running Your Own Brain (Emotional Well-Being)Relationships (Social Well-Being)ConclusionReferencesIndex