Teach the Way the Brain Learns: Curriculum Themes Build Neuron Networks




Author: Madlon T. Laster
Type: eBook
Date Released: 2009
Format: pdf
Language: English
Page Count: 221
Isbn10 Code: 1607091364
Isbn13 Code: 9781607091363


Review Laster has a depth of knowledge that allows her to see connections among science, math, social studies, and English, and then bring that alive in a meaningful way for students. She delivers "wow" moments to her students, holds them accountable for learning throughout the unit, provides meaningful and substantive feedback, and paves avenues for all learners to access the curriculum. Her book is a practical application of her life's work. It provides inspiration for anyone who reads it and delivers dramatic and immediate results in student learning. Teachers learn how to engage students in critical thinking and encourage them to look at topics from perspectives they never imagined. Student learning will have purpose and profound impact on the rest of students' lives, regardless of grade level. Madlon Laster's contributions to education are practical and unique. (George Craig ) In contemporary approaches to education, content has been artificially carved into disciplines in a way that is contrary to human memory construction and actually hinders deep understanding of material. Without a thematic approach to education—the kind exemplified in Laster's work—where content is integrated to answer essential questions and students can follow interdisciplinary threads as needed, coherent narratives, which must be the basis for understanding our world, cannot be constructed. (Stephanie Owens ) Madlon Laster's teaching techniques are masterful. The various strategies Laster employs work through and across various subjects. As both a colleague and a parent, I have seen, first hand, the simple brilliance of her organization of material for retention of subject matter and for higher level applications of analysis and synthesis. (Glenne W. White ) It's about time someone gave us a how-to on thematic teaching. After years of research showing that theme-based teaching is the most effective method, especially for young children, teachers finally have an excellent resource. Teachers will be able to use this book again and again. (Roberta Szoka ) Madlon Laster is a highly accomplished teacher of adolescents. At the very center of her expertise is the ability to evaluate the ways in which students learn most successfully. Her professional writings support teachers in ways to develop and apply this analytical skill. Laster's most recent publication offers a successful way to utilize such knowledge in the classroom through integrated units of study. Teachers will find this information valuable as a beneficial and efficient approach to classroom learning. (Beth Huddleston ) If taught using a uniting theme, students find more meaning in intergrated subject areas. The principles provided in this book give the student a handle to connect individual areas to. (Joy Hayes ) I was thrilled to learn of Laster's upcoming book on thematic teaching. My career has centered on the education of behaviorally disordered adolescent boys. And integrated/thematic learning has proven to be the most effective approach to this group of disaffected youth. Instructional techniques that use natural interests and curiosity to present both skill development and intellectual exploration have been the most successful. Who better than Laster to present the approach. Her years of experience, her excitement about both learning and teaching, and her keen intellect all combine to promise a most useful resource. (John M. Markwood ) The strength of this volume is Laster's breadth of experiences and ideas in constructing, executing, and finessing integrated teaching and how to develop related curriculum. Recommended. (Choice, March 2010 ) About the Author Madlon T. Laster retired from a forty-two-year career as a teacher, mostly middle school grades. She taught overseas in Tehran, Iran and did teacher-raining in Beirut, Lebanon for five of those years.

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