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9781412917063

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Well organized. I enjoyed the self-talk about bad neural networks and especially liked the brain research in the chapters pertaining to the development of the student. -- Marilee Sprenger, Professional Development Consultant 20050829 'Handle with care' should be on the front cover so that the eager teacher uses the book as an inspirational resource, gradually remolding practice and introducing change in appropriate increments. This book might have immediate impact if used first as a discussion starter for small groups of teachers or as a study guide for staff development or 'retreats.' The message of the book, however, goes far beyond strategies for teachers. There are issues here for school administrators, for state-mandated goals and programs, and for teacher education programs. The book certainly deserves consideration by teacher education methods instructors. And since parental involvement is absolutely necessary if any constructive change is to take place, imagine how discussion of this text might perk up a PTA meeting! -- Roy Bentley, Professor Emeritus 20060630 Fosters a refreshing educational discourse of possibility and offers some very useful classroom strategies that work with today's youth. -- Peter P. Grimmett, Director 20060728 A wonderful guidebook for people moving toward constructivism and for many who are already there. -- Geoffrey Caine, Director 20060728 Igniting Student Potential should be on every teacher's must-read list. The book not only tells why teachers should get in tune with their students' natural learning process, but explains how to do so. If teachers have intent to construct the best possible learning environment for their students, this book is an essential tool to help them do it. -- Dee Tadlock, PhD Director, Research & Development 20060615 A stimulating read. Confirms so much of what we have been trying to convey to the teachers with whom we work. -- Sue Beeson, Director, CSD 20070116

Well organized. I enjoyed the self-talk about bad neural networks and especially liked the brain research in the chapters pertaining to the development of the student. -- Marilee Sprenger, Professional Development Consultant `Handle with care' should be on the front cover so that the eager teacher uses the book as an inspirational resource, gradually remolding practice and introducing change in appropriate increments. This book might have immediate impact if used first as a discussion starter for small groups of teachers or as a study guide for staff development or 'retreats.' The message of the book, however, goes far beyond strategies for teachers. There are issues here for school administrators, for state-mandated goals and programs, and for teacher education programs. The book certainly deserves consideration by teacher education methods instructors. And since parental involvement is absolutely necessary if any constructive change is to take place, imagine how discussion of this text might perk up a PTA meeting! -- Roy Bentley, Professor Emeritus Fosters a refreshing educational discourse of possibility and offers some very useful classroom strategies that work with today's youth. -- Peter P. Grimmett, Director A wonderful guidebook for people moving toward constructivism and for many who are already there. -- Geoffrey Caine, Director Igniting Student Potential should be on every teacher's must-read list. The book not only tells why teachers should get in tune with their students' natural learning process, but explains how to do so. If teachers have intent to construct the best possible learning environment for their students, this book is an essential tool to help them do it. -- Dee Tadlock, PhD Director, Research & Development A stimulating read. Confirms so much of what we have been trying to convey to the teachers with whom we work. -- Sue Beeson, Director, CSD

Author Information

Angus M. Gunn is professor emeritus at the University of British Columbia. Gunn's books, journal articles, and media productions focus on education, geography, and environmental science. Robert W. Richburg, Ph.D., a teacher of teachers, is University Distinguished Teaching Scholar at Colorado State University. Dr. Smilkstein speaks nationally and internationally on brain-compatible education. She has taught in middle school through graduate school including 28 years at North Seattle Community College. Currently Professor Emerita North Seattle Community College and invited faculty in Educational Psychology at Western Washington University's Woodring College of Education, Everett Campus. Publications include articles and books on brain-based curriculum and pedagogy. Author of We're Born to Learn: Using the Brain's Natural Learning Process to Create Curriculum (Corwin Press, 2003), which won the Delta Kappa Gamma International Society's Educator's Award of the Year, 2004; the second edition will be published in 2011. She is a co-author of Igniting Student Potential Using the Natural Human Learning Process (Corwin Press, 2007). M.A. (English, Michigan State University), Ph.D. (Educational Psychology, University of Washington). She has received many teaching awards, including the National Institute for Staff and Organizational Development's Excellence Award, 1991, 1995; the College Reading and Learning Association's highest honor, the Robert Griffin Award, 2005; Induction as a Fellow of the American Council of Developmental Education Associations, 2006, the highest honor in the field of Developmental Education.

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