000			02948nam a2200277Ia 4500
001			280763
005			20181004021935.0
008			060720s2007 cau b 001 0 eng
010			_a 2006023255
020			_a1412927951 (cloth : alk. paper)
020			_a141292796X (pbk. : alk. paper)
040			_aDLC _cDLC _dDLC
050	0	0	_aLB1060 _b.S69 2007
082	0	0	_a370.15/23 _222
100	1		_aSprenger, Marilee _2Local _9173480
245	1	0	_aBecoming a "wiz" at brain-based teaching _bhow to make every year your best year _cMarilee Sprenger.
260			_aThousand Oaks, Calif. _bCorwin Press _cc2007.
300			_aix, 211 p. _c26 cm.
590			_aadqene2007
590			_agccmar2007
504			_aIncludes bibliographical references and index.
505	0		_aThe journey: the brain goes to school -- The questions and the research -- Connecting the information -- Building the yellow brick road: understanding how the brain develops and functions -- Basic brain structure -- The building blocks -- The yellow brick road is paved with messengers -- We're off to be the wizard -- No place like home -- An emotional learning environment -- What are enriched environments? -- Can we provide an enriched environment in the classroom? -- An environment where assessment is enrichment -- Brain-based assessment -- Home sweet home -- If I only had the nerve: dealing with stress -- The sympathetic nervous system -- Looking for balance: the parasympathetic nervous system -- Giving them courage -- If I only had a heart: emotional growth -- Heartbreak: the lack of social and emotional stimulation -- Creating heart: a look at emotional intelligence -- Heart-to-heart -- Straight from the heart: social and emotional intelligence strategies -- You gotta have heart, but what about guts? -- Heartbeat -- If I only had a brain: from sensory input to higher levels of thinking -- Cognitive skills -- Promoting cognitive growth -- The eight intelligences -- Brains, bloom, intelligence, and style -- Learning profiles -- If I only had a memory: improving memory to raise student achievement -- Memory development -- Memory principles -- Explicit and implicit memory -- Memory lanes = memory systems -- Metacognition -- Step by step; system by system -- Kansas is right down memory lane -- The wicked witch: what is she so upset about? Calming and controlling the classroom -- My theory of negative replacement -- Emotions, attention, and learning -- Brain states -- Music -- Managing movement -- The wicked witch is dead -- Dorothy: every brain is unique -- The care and feeding of Dorothy?s brain -- Sleep and the brain -- Exercise -- Unique brains, unique learners -- Making a difference -- Leaving the Land of Oz: with courage, passion, and brains -- Glossary of terms -- References and supplementary reading.
650		0	_aLearning, Psychology of _2Local _9124109
650		0	_aTeaching _2Local _9177322
650		0	_aBrain _2Local _964854
999			_c202083 _d202083