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Kid's Eye View of Science
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Table of Contents

Welcome From the Authors Dedication Preface Acknowledgments Introduction Chapter 1: The Science of Teaching Science The Quest Four Principles From Brain Research Curriculum and the Brain Bringing Together Being There Locations and State/District Curriculum Standards Integration Made Easy Chapter 2: Making Curriculum Bodybrain Compatible The Challenges Common Threads Curriculum Examples Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Science Resources Chapter 3: Localizing Curriculum Making Curriculum as Conceptual as Possible Choosing and Using an Organizing Concept Designing Classroom Curriculum to Fit How the Brain Learns Key Points: What You Want Students to Understand Three Kinds of Key Points Guidelines for Improving Key Points Examples of Key Points Chapter 4: Making Learning Memorable Using Inquiries to Add Action Guidelines for Writing Inquiries Examples of Inquiries Characteristics of Good Inquiries Chapter 5: The Scientific Thinking Processes Relating Brain Research With the Scientific Thinking Processes The Scientific Thinking Processes Chapter 6: Instructional Leadership Setting the Groundwork Preparation Mindful Selection of Instructional Strategies The HET Discovery Process Direct Instruction Other Strategies Chapter 7: Age-Appropriate Curriculum Age Three to First Grade-Comparing the Known to the Unknown Second to Third Grade-Putting Things Together, Taking Things Apart Fourth to Sixth Grade-Simultaneous Ideas Implications Chapter 8: Assessment Assessment and the Two-Step Learning Process A Word About Summative Assessment Thoughts on Criterion-Referenced Assessment Built-in Assessment Tools Basing Formative and Summative Assessment on Inquiries How to Transform an Inquiry into an Assessment Tool Science Assessment Resources Chapter 9: Foundations of Bodybrain-Compatible Learning Science Versus Intuition and Our Own Experiences Mounds of Brain Research . . . Four Consistent Themes Chapter 10: Learning Principle 1-Intelligence as a Function of Experience Physiological Changes Enrichment Theory Lessons to Take Home With You Chapter 11: Learning Principle 2-The Inseparable Bodybrain Learning Partnership A Brief History Emotion-Gatekeeper to Learning and Performance Movement to Enhance Learning Chapter 12: Learning Principle 3-Multiple Intelligences Nature Versus Nurture The Theory of Multiple Intelligences Multiple Intelligences in Action Lessons to Take Home Chapter 13: Principle 4-Learning Is a Two-Step Process Step One: Pattern Seeking Step Two: Developing Programs to Use What We Understand Lessons to Take Home Chapter 14: Creating a Bodybrain-Compatible Learning Environment Ten Elements of a Bodybrain-Compatible Environment 1-Absence of Threat and Nurturing Reflective Thinking 2-Being There Experiences 3-Movement and Aerobic Exercise to Enhance Learning 4-Meaningful Content 5-Enriched Environment 6-Choices 7-Adequate Time 8-Collaboration 9-Immediate Feedback 10-Mastery/Application Appendix A: Getting the Most Out of Your Being There Study Trips Preplanning Training Chaperones Preparing Your Students The Day Before the Study Trip 30 Minutes Before the Study Trip The Bus Trip Responsibilities On-Site Teacher Responsibilities After the Study Trip Appendix B: Lesson Planning Template Lesson Planning Template Example of Lesson Planning Template for Fifth Grade Glossary List of Figures About the Authors Bibliography Index

About the Author

After graduating in 1961 from California State University, San Jose, with a B.A. in elementary Education, Susan J. Kovalik began her teaching career as a sixth grade elementary teacher followed by a science teacher in a K-6 elementary school of 1,200 and a GATE (Gifted and Talented Education) teacher in five schools. In 1984, Susan was awarded the California Gifted and Talented Teacher of the Year. During this time, she also found time to share her love for experiential learning as the community leader of a multi-faceted 4-H club with 50 families and 37 projects. Building on her own teaching experiences and emerging brain research, Susan developed the ITI model (Integrated Thematic Instruction), now referred to as the HET model (Highly Effective Teaching). Over the next 25 years, Susan and her remarkably talented associates have trained thousands of teachers in hundreds of schools throughout the United States, Europe, and Asia. In 1987, the ITI Model was selected by the David and Lucile Packard Foundation to support the teaching of science in Monterey County, CA. Over 700 teachers participated in the program known as Monterey County Science Improvement Project (MCSIP). The ITI/HET model was one of the 56 programs in the national Comprehensive School Reform Catalog , was selected for inclusion in the college text, Charles Reigaluth's Instructional-Design Theories and Models: A New Paradigm of Instructional Theory and selected by the American Youth Policy Forum targeting Service Learning and Educational Reform as one of their 22 models. Susan has created support materials, publications, and media products for teachers in brain-compatible instruction. Several of her 20 training videos received both the Gold Apple and Silver Apple awards from the National Educational Film and Video Festival. A keynoter of national reputation, Susan continues to dedicate herself to improving education and helping others in implementing a bodybrain-compatible learning environment for students and their teachers. Karen D. Olsen is author, co-author, and contributing editor of two dozen books focusing on using brain research to create schoolwide change. Her most recent book, What Brain Research Can Teach Us About Cutting School Budgets, is also published by Corwin Press. Her experience includes serving as executive director of the Mid-California Science Improvement Program (MCSIP), a ten-year effort funded by the David and Lucile Packard Foundation to improve science education using the ITI/HET model. She also served as executive director of the Bay Area Middle School Program, a project to create model middle schools. Olsen was one of the original founders of the California Institute of School Improvement, a non-profit organization designed to support schools and districts in a wide range of school change issues. As program director, she conducted seminars on a range of topics including implications of recent legislation, schoolwide planning and program quality review processes, and the role of mentor teachers as change agents. Addtional experience includes planning and development for the California State Department of Education.

Reviews

"An excellent guide for integrating new developments in cognitive neuroscience research with an appropriate 21st century elementary science curriculum. Susan Kovalik's pioneering Integrated Thematic Instruction (ITI) model has continually evolved for 30+ years." -- Robert Sylwester, Emeritus Professor of Education
"This is a book to savor. The content is a woven tapestry; many colorful threads elucidate ideas based in sound research. Marvel at how the authors weave the threads to provide a cohesive, understandable, beautiful educational perspective." -- Lawrence Lowery, Professor
"The authors present a humanistic and highly effective approach to classroom science. This book is a keeper and should be a part of a teacher's professional library." -- Dutchie Riggsby, Professor

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