Download Brain Friendly School Libraries by Judith Anne Sykes PDF

By Judith Anne Sykes

This name provides concrete sensible examples of ways to align tuition library courses and educational perform with the six key ideas of brain-compatible studying: expanding enter to the mind; expanding experiential information; a number of resource suggestions; lowering risk; concerning scholars in studying determination making; and interdisciplinary unit planning.This name, mind pleasant tuition Libraries, supplies concrete functional examples of the way to align tuition library courses and tutorial perform with the six key innovations of brain-compatible studying: expanding enter to the mind; expanding experiential information; a number of resource suggestions; lowering hazard; regarding scholars in studying selection making; and interdisciplinary unit making plans. It contains chapters that summarize the present mind examine and present wondering its implication for educational perform within the tuition library media middle in addition to discusses the paintings of Ellen Langer (mindful learning), Geoffrey and Renette Caine, Bob Sylwester and different significant proponents of educating with the mind in brain.

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Teachers may have students keep reading logs and have systems set up so students know when it is appropriate to go to the library. When staff are not available for assistance for independent students accessing the library the full day, perhaps the first hour of the day—or whatever works at a particular school—would be available. Despite obstacles, with creative thinking, many solutions can be found for changing rules and policies that are not coherent with a brain friendly school library environment.

Staff, students, and parents should already be familiar with current policies—hours of opera- Creating a Brain Friendly Plan tion, how to book the library, materials sign-out procedures, overdues. It is a good idea to have policies printed and available in a staff handbook, online, or posted in the library and revisited annually. Teacher-librarians will initially want to discuss any changes in policies or common procedures with other school library staff, pages, and volunteers to determine how any proposed changes will affect their work with staff and students.

First, the traditional "stand and deliver" model (with a focus on surface knowledge). 2. Second, a form of concept teaching that is still "command and control" but uses more "complex materials" for some powerful, engaging experiences (technical or scholastic-type knowledge). 3. Third, brain-based methods where learning is student centered at its core as students "gather collectively around critical ideas, meaningful questions and purposeful projects" (dynamic knowledge). " Indeed, how would the school library space and collection and teaching practices change with this adoption?

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