Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher – Judy WillisDr. Willis takes a reader-friendly approach to neuroscience, describing instructional strategies that are adaptable for grades K through 12. Through statistical data, individual student stories, and her own experiences using these strategies with elementary and middle school students, Dr. Willis provides teachers with a wealth of information they will want to start using in their classrooms before finishing the book.iBrain: Surviving the Technological Alteration of the Modern Mind – Gary SmallAccording to Vorgan (The Memory Bible) and Small, one of America's leading neuroscientists, digital technology has altered the neural circuitry in human brains and triggered an evolutionary process in just one generation. The authors identify the inherent problems and challenges this poses, providing a technology toolkit filled with strategies to preserve one's humanity and keep up with the latest technology. They make their case based on abundant research in the areas of health, psychology, pediatrics, education, business, and technology. Their exercises include developing face-to-face communication skills as well as mastering electronic games. A compelling as well as timely read, this is highly recommended for all libraries.Rewired: Understanding the iGeneration and the Way They Learn – Larry D RosenLook around at today’s youth and you can see how technology has changed their lives. They lie on their beds and study while listening to mp3 players, texting and chatting online with friends, and reading and posting Facebook messages. How does the new, charged-up, multitasking generation respond to traditional textbooks and lectures?  Are we effectively reaching today’s technologically advanced youth?  Rewired is the first book to help educators and parents teach to this new generation’s radically different learning styles and needs.  This book will also help parents learn what to expect from their “techie” children concerning school, homework, and even socialization. In short, it is a book that exposes the impact of generational differences on learning while providing strategies for engaging students at school and at home.

21st Century Skills: Learning for Life in Our Times – Bernie Trilling, Charles fadelThis important resource introduces a framework for 21st Century learning that maps out the skills needed to survive and thrive in a complex and connected world. 21st Century content includes the basic core subjects of reading, writing, and arithmetic-but also emphasizes global awareness, financial/economic literacy, and health issues. The skills fall into three categories: learning and innovations skills; digital literacy skills; and life and career skills. This book is filled with vignettes, international examples, and classroom samples that help illustrate the framework and provide an exciting view of what twenty-first century teaching and learning can achieve.The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--and What We Can Do About ItWagner, a Harvard education professor, begins by offering his astute assessment of secondary education in the U.S. today and how it fails to produce graduates who are “jury ready” (i.e., able to analyze an argument, weigh evidence, and detect bias). He then presents a concise manifesto for the steps needed to “reinvent the education profession.” His thesis revolves around “Seven Survival skills”—the core competencies he deems necessary for success both in college and in the twenty-first-century workforce. These encompass problem solving and critical thinking, collaboration across networks, adaptability, initiative, effective oral and written communication, analyzing information, and developing curiosity and imagination.Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do by Linda Darling-Hammond, John Bransford, Pamela LePage and Karen Hammerness

Powerful Learning: What We Know About Teaching for Understanding by Linda Darling-Hammond, Brigid Barron, P. David Pearson and Alan H. Schoenfeld

12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human Brain by Renate Nummela Caine, Mr. Geoffrey Caine, Carol Lynn McClintic and Karl J. KlimekWith updated research, revised sections on leadership, and new anecdotes, this second edition helps teachers and students reach higher performance levels based on how the brain learns.

How the Brain Learns – David SousaWhen it comes to brain research, David Sousa is first among peers. His straightforward explanation of the intricacies of the brain, based on solid research, turns theory into practice and allows educators to immediately operationalize concepts into classroom practice.

Digital Game-Based Learning – Marc PrenskyToday's workforce is quicker, sharper, more visually oriented, and more technology-savvy than ever. To truly benefit from the Digital Natives' learning power and enthusiasm, traditional training methods must adapt to the way people learn today. Written by the founder of Games2train, this innovative book is filled with examples and information to meet the demands of both educators and employers.

What Video Games Have to Teach Us About Learning and Literacy – James Paul GeeJames Paul Gee begins his classic book with "I want to talk about video games--yes, even violent video games--and say some positive things about them." With this simple but explosive statement, one of America's most well-respected educators looks seriously at the good that can come from playing video games. In this revised edition, new games like World of WarCraft and Half Life 2 are evaluated and theories of cognitive development are expanded. Gee looks at major cognitive activities including how individuals develop a sense of identity, how we grasp meaning, how we evaluate and follow a command, pick a role model, and perceive the world.A User's Guide to the Brain: Perception, Attention, and the Four Theaters of the Brain – John RateyNew developments in brain research seem to be constantly announced these days, so a competent description of the latest results for the lay reader is always welcome. Ratey,organizes his material by functional categoryDdevelopment, perception, attention, memory, emotion, language, and socialization. The "Four Theaters" of the subtitle don't appear until the penultimate chapter, where the metaphor is confusingly mixed with that of the brain as a river. The final chapter, "Care and Feeding," makes the expected suggestions for keeping the brain sharp: physical and mental exercise, good nutrition, and the positive impact of spirituality on mental health.Focus: Elevating the Essentials to Radically Improve Student Learning-Mike SchmokerSchmoker describes a plan for radically improving student learning that is built on three core elements: a focused and coherent curriculum (what we teach); clear, prioritized lessons (how we teach); and purposeful reading and writing, or authentic literacy. With this "less is more" philosophy, educators can help students learn content at a deeper level, develop greater critical thinking skills, and discover more clearly how content-area concepts affect their lives and the world around them.

The Educated Brain: Essays in Neuroeducation -Antonio M. Battro (Editor), Kurt W. Fischer (Editor), Pierre J. Léna (Editor)The emerging field of neuroeducation, concerned with the interaction between mind, brain and education, has proved revolutionary in educational research, introducing concepts, methods and technologies into many advanced institutions around the world. The Educated Brain presents a broad overview of the major topics in this new discipline: Part I examines the historical and epistemological issues related to the mind/brain problem and the scope of neuroeducation; Part II provides a view of basic brain research in education and use of imaging techniques, and the study of brain and cognitive development; and Part III is dedicated to the neural foundations of language and reading in different cultures, and the acquisition of basic mathematical concepts. With contributions from leading researchers in the field, this book features the most recent and advanced research in cognitive neurosciences.

Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching-tracey Tokuhama EspinosaA groundbreaking work, Mind, Brain, and Education Science explains the new transdisciplinary academic field that has grown out of the intersection of neuroscience, education, and psychology. The trend in “brain-based teaching” has been growing for the past twenty years and has exploded in the past five to become the most authoritative pedagogy for best learning results. Aimed at teachers, teacher trainers and policy makers, and anyone interested in the future of education in America and beyond, Mind, Brain, and Education Science responds to the clamor for help in identifying what information could and should apply in classrooms with confidence, and what information is simply commercial hype. Combining an exhaustive review of the literature, as well as interviews with over twenty thought leaders in the field from six different countries, this book describes the birth and future of this new and groundbreaking discipline. Mind, Brain, and Education Science looks at the foundations, standards, and history of the field, outlining the ways that new information should be judged. Well-established information is elegantly separated from “neuromyths” to help teachers split the wheat from the chaff in classroom planning, instruction and teaching methodology.

Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom _sousa and TomlinsonIn Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom, authors David Sousa and Carol Ann Tomlinson examine the basic principles of differentiation in light of what the current research on educational neuroscience has revealed. This research pool offers information and insights that can help educators decide whether certain curricular, instructional, and assessment choices are likely to be more effective than others. The authors also offer suggestions on how to establish and manage differentiated classrooms without imposing additional heavy burdens on teachers teach differently and smarter, not harder. In fact, when properly implemented, differentiation emphasizes shared responsibility between teacher and student a desirable outcome, because the brain that does the work is the brain that learns!