• Summary
  • Contents
  • Subject index

Maximizing student capacity and restoring motivation—the key to school success Brain research has the power to revolutionize education, but it can be difficult for educators to implement innovative strategies without the proper knowledge or resources. The Education Revolution bridges the gap between neuroscience, psychology, and educational practice. It delivers what educators need: concrete applications of the most current and relevant research that they can use in their classrooms and schools. Readers will find • Teaching strategies based on the latest brain research, designed to advance academic performance • Scientifically sound, solution-focused practices to address the root of negative behaviors • Approaches to counteract the negative impact of technology on the brain • Concrete methods to improve school climate • Model lessons for teachers that demonstrate how to implement the given strategies Written by Horacio Sanchez, a leading authority on child and adolescent behavior and resiliency, this book shows educators how they can use our growing understanding of brain science to restore students’ desire to learn; improve achievement, behavior and school climate; and revolutionize education. “Sanchez combines expertise in education, psychology, and neuroscience with extensive teaching experience and extraordinary insight into what makes us all behave the way we do.” Dr. David L. Katz, President, American College of Lifestyle Medicine Director, Yale University Prevention Research Center “The Education Revolution focuses on the whole child through both academic and social aspects of learning. I feel confident that I can trust this research and use these ideas in my teaching.” Kendra Hanzlik, Instructional Coach Prairie Hill Elementary School, College Community School District

The Goal of Higher-Level Thinking
The Goal of Higher-Level Thinking

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This Chapter

Recent neuroscientific findings on how higher-level thinking occurs dispel earlier-held myths. The studies indicate that higher-ordered thinking is more a product of how we learn rather than cognitive ability. The encouraging news is that teachers can increase the occurrence of higher-ordered thinking by increasing automation of core information and promoting long-term potentiation through embodied cognition. This chapter also addresses a surprising finding that reveals a strong correlation between healthy social behavior and increased activity in the regions of the brain primarily responsible for higher-level thinking.

What is Higher-Level Thinking?

Higher-level thinking is simply defined as the brain making connections, which allows students to link new information to old and draw unique conclusions based on ...

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