This volume offers the latest in neuroscientific research about the teenage brain and explores what it means for the socio-emotional and intellectual development of teenagers. The book is designed to help teachers create and utilize more effective learning experiences for their adolescent students. Using ten powerful ideas that will help teachers create more effective brain compatible classrooms, the author draws the ideas from what we presently know about the teenage brain and its development, and integrates them with current ideas and theories on intelligence and learning. Each of the 10 powerful ideas includes:
- case studies and numerous examples of teaching strategies and activities designed to show teachers how to translate the theory of the ten ideas into workable classroom practice
- descriptions of the changing and differing roles and expectations for both teachers and students in the brain-compatible classroom
- extensive explanations of the kind of learning environment we need to establish and how teachers ought to go about establishing this desired learning environment.
This is an ideal resource for teachers, teacher educators, and parents of teenagers.
Barry Corbin, M.Ed., is an educational consultant and part-time lecturer in the School of Education, Acadia University, Nova Scotia, Canada. He is recently retired from the Annapolis Valley Regional School Board, where he served for over 30 years as teacher, school administrator, curriculum and program consultant and staff developer. Barry has also served as consultant and advisor to several Department of Education initiatives for the province of Nova Scotia, Canada. In his last role with the AVRSB, he served as Youth Pathways and Transitions consultant where he was responsible for researching and developing alternate educational programs and pathways for under-achieving high school students. As an independent consultant, he frequently presents at professional development workshops and in-services on such topics as brain-compatible teaching and learning, multiple intelligences and learning styles, differentiated instruction, authentic assessment as well as collaborative/cooperative teaching strategies. His workshops are enthusiastically endorsed by those in attendance because he engages his audiences with many of the interactive strategies he advocates in his writing.
Barry holds a Bachelor of Science degree (geology) from Acadia University, a Bachelor of Education from the same institution and a Master of Education in Curriculum Development from St. Mary's University in Halifax, Nova Scotia. He is the co-author of two high school social studies texts used in Atlantic Canada.