Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn

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A groundbreaking guide to improve teaching based on the latest research in neuroscience, from the bestselling author of A Mind for Numbers. Neuroscientists and cognitive scientists have made enormous strides in understanding the brain and how we learn, but little of that insight has filtered down to the way teachers teach. Uncommon Sense Teaching applies this research to the classroom for teachers, parents, and anyone interested in improving education. Topics include: \- keeping students motivated and engaged, especially with online learning
\- helping students remember information long\-term, so it isn\x27t immediately forgotten after a test
\- how to teach inclusively in a diverse classroom where students have a wide range of abilities Drawing on research findings as well as the authors\x27 combined decades of experience in the classroom, Uncommon Sense Teaching equips readers with the tools to enhance their teaching, whether they\x27re seasoned professionals or parents trying to offer extra support for their children\x27s education.

Review

I can't wait to get this insightful book into the hands of teachers, home educators, and parents. Every kind of learner is honored and helped in this practical handbook on brain function and study habits. Highly recommended!
--Julie Bogart, author of The Brave Learner

About the Author

Barbara Oakley, PhD, is the bestselling author of A Mind for Numbers and a professor of engineering at Oakland University in Rochester, Michigan. Her research involves bioengineering with an emphasis on neuroscience and cognitive psychology. Dr. Oakley is an internationally recognized expert on learning and on creating high-quality online materials for massive open online courses (MOOCs). With Terrence Sejnowski, she teaches one of the world's most popular MOOCs, called Learning How to Learn.

Beth Rogowsky, EdD, is a professor of education at Bloomsburg University of Pennsylvania. In addition to completing postdoctoral training in neuroscience, she has fourteen years of experience teaching English language arts to middle-schoolers in rural and urban public schools.

Terrence Sejnowski, PhD, is the Francis Crick Professor at the Salk Institute for Biological Studies, where he directs the Computational Neurobiology Laboratory. He is among only twelve living scientists who have been elected to the Institute of Medicine, the National Academy of Sciences, and the National Academy of Engineering.

Review:

4.8 out of 5

95.00% of customers are satisfied

5.0 out of 5 stars Interesting

b. · 2 June 2024

I learned a lot from this book. HOw best to memorize and that there is more to it in habit formation.

5.0 out of 5 stars A great book

Z. · 14 May 2022

I bought this book because I participated in the Learning How to Learn MOOC. This book should be essential reading for all teachers. Easily understandable language and explains complex processes. At the same time very practical as well. Also a very good read, I love it. I can recommend it to all teachers who want to improve their teaching methods.

3.0 out of 5 stars Some of this is good and some is awful

P.G. · 30 April 2024

When you read something that you know nothing about, the thing we all do is just nod along and agree. Then we turn the page and find writing on something we know well about, and suddenly everything the author writes is nonsense.This book was like that for me. There is a lot about the theory of working memory and long term memory. Synapses and the geography of the brain. And since I know nothing about those subjects, it was interesting and informative.But then, the author began to make suggestions about "differentiation" as a method of teaching. I teach high school students and differentiation is a failed and flawed strategy. The basic idea is that you give different work to different students to match their cognitive abilities. Weaker students get more "support". Through this process of weaker students doing less challenging work they are supposed to get to the same place academically as the stronger students. It doesn't work. And even if it did work, it's impossible to implement. Teachers cannot (and should not be asked to) plan 30 different learning activities for the 30 different minds in their class.I think that Barbara Oakley is a university lecturer, and perhaps differentiating a small tutorial group might be possible. If you see them once a week. And they are motivated to learn. A high school teacher seeing 200 students five times a week? No.So in theory this works in practice. But in practice, it only works in theory.

Muy interesante para estudiantes y profesores. Fácil de leer y con aspectos prácticos

a.s. · 30 August 2024

Muy interesante para estudiantes y profesores. Fácil de leer y con aspectos prácticos

Great book

T. · 5 July 2023

To better understand the learning process, it’s an excellent book.

Excelente, bem atualizado!

J.D. · 9 April 2023

Achei todos os capitulos relevantes, uma linguagem fácil e gostosa de ler. Usei muito os conceitos e questionmamentos em treinamentos para professores.

Almost identical to the MOOCH course

C.i.N.Y.C. · 21 August 2022

Well written and easy to understand - not a science textbook at all. If you are debating as to whether to buy the book, it’s a pleasure to read, but unnecessary for the course.

Interesting book on the other side

S. · 6 August 2023

I've read a lot of books about learning and this one is just the best for the teacher point of view. It sums up a lot of things I've learned along the years.Make it stick is the next read if you haven't already.

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Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn

Name: Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn
Brand: Penguin Publishing Group
SKU: K0593329732
Price: 11.33 BHD
Availability: InStock
Rating: 4.5 (8 reviews)

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