Presentation Rubric for Book Reviews

for Class and PLC/Discussion Board Collaboration

Teaching with The Brain, Eric Jensen, 2005, 2nd Edition

Essential Question: How does learning happen?

Task Response
Select 2-3 key Point 1: How the brain learns new content
areas or points Sensory input begins as information is rooted by our senses. The information then
made by the gets transferred to the thalamus so that information can be interpreted. The
author that add to information is routed to the appropriate structures, including occipital or temporal
your professional
lobes. The hippocampus is crucial to this point of the process, as it organizes,
learning and
synthesize the transfers, and connects information with other important areas of the brain for long-
ideas by making term memory. After this is completed, the information is sent back to the
connections to hippocampus for elusive evaluation and becomes the storage space for the
other relevant information. The amygdala then responds in deciding whether it should respond
research and immediately and alert other areas of the brain, thus, fight or flight. This process of
current how the brain learns new content is important to understand, as we can comprehend
information to how much takes place when new content is presented to the student. Understanding
support the is a process, and does not happen instantly. Rather, the brain undergoes a extensive
validity of the
process in order for all appropriate areas of the brain to respond to new information.
book content.

Point 2: Rewards do not serve as motivation to all

Although some parts of the brain, the simplest parts, can be motivates by rewards,
the author writes that during this time the more complex areas are impaired. This
does not serve recognition of the reward. Consequently, the brain develops its own
reward system, as a complete alternate of the reward at hand. The reason for this is
because the brain develops an understanding of the reward and creates predictions
leading to what the author describes as reward-prediction system. Although at first
the reward is tempting as it comes as a surprise, and dopamine is being released as
sense of excitement, the excitement built up will begin to slow down, as the pattern of
behavior and reward will influence the prediction of pleasure. Another reason includes
the habituation of the rewards. The author writes that our initial excitement and
want for a specific reward will become less satisfying and will change over time,
such as a sticker given for a good day in first grade. Lastly, the discernment of
rewards is crucial concerning different students. What can appear to be appealing to
one student, the reward may not have the same effect on another. These pieces of
information about rewards is of importance to me as an educator, as I research more
about intrinsic and extrinsic motivation to appropriately implement the two in my
classroom to better serve my students.

Essential Idea 1: Emotional States

Question: How Emotions have a profound influence on learning. It is a result of how the student
does learning thinks and feels. Jenson writes that emotions can constitute the passion for learning,
happen? and can support either persistence or retreat (p. 69, 2005). We need to understand
that we can act upon these emotional states by considering that they take a toll on
How does the
content support our lives; they are connected; they do not define us; and they can typically lead to
long term alternate emotions. As teachers, we can provide an environment that welcomes
learning? emotions and encourages safe and accepting emotion of others.

Idea 2: Environments
Jensen writes that physical environments, the classroom, influence how students
explore their senses which ultimately affects their performance. He also includes that

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 the better that we prepare ourselves and research as educators, the better we can
make changes in our environments according to the needs of our students. A few
examples Jensen provides us with include comfortable seating, stable lighting, and a
comfortable temperature setting.

Idea 3: Motivation
As we have learned, the terms of motivation are not the same for all students. The
processes of learning demonstrate the difference in each students perceptions of
motivation. Because the brain is so complex and creates its own reward system, it is
important for us, as educators, to comprehend this important idea so that we can
implement new rewards in the classroom. One of the most profound tips that Jensen
(2005) provides us is when he says that we should consider three levels of states
when we make decisions: emotional, cognitive, and physical interactions. This is
important, as we come to know our students so that we can provide the best rewards
and motivation for learning so that they can reach their maximum potential.

Evaluate the After reading this book, the biggest viewpoint I can take from it includes the idea that,
content in as an educator, it is my responsibility to do all that I can to assist students in their
relationship to a learning. As a Christian, I am called to serve my students. I am called to honor them,
Christian provide for them, and teach them in a way that provides meaning for their lives and in
worldview.
a loving and kind way. I look forward to base my teaching off the verse as follows:
Describe and
explain areas of Be on guard. Stand true to what you believe. Be courageous. Be strong.
compatibility and And everything you do must be done in love. 1 Corinthians 16:13-14
areas of My job is to create a classroom environment that is welcoming, accepting of all, filled
differences? of love and kindness, and encourages my students. This is a place of love, one that
Christ would have provided them the same.
Link the book Behavioral Theory:
content to Jensen (2005) writes that ENVIRONMENT DOES MATTER. This cultivates the idea that
one/several of the behaviorism is implemented in the way that the environment is set in the classroom.
four theories we Jensen (2005) discusses the influence of seating, temperature, lighting, noise, and
are studying in
building design. From a behaviorist perspective, we can understand that the location
this course.
Provide a of the students desk and chair can affect their cognition. In a similar way, the
comprehensive temperature too hot or too cold and lighting too bright or too dim can have the
overview of how same effect on the cognition of our students.
the content of this
book falls into the Constructivist Theory:
category of one or This book recognizes how much social interactions influence the brain and learning.
more of these four Jensen (2005) writes that areas of the brain, including the visual system, frontal lobes,
theories. sensory cortex, and emotional pathways, are influenced during social interactions. In a
similar way, blood pressure is lowered. We can clearly understand how important
social interactions are for our students. In order to influence and encourage our
students in a healthy way, we need to make opportunity for information gathering,
quick social grouping, a balance of social and individual events, cooperative learning,
and social skills instruction.
Describe1-3 Big Big Idea #1: Learners learn more effectively when they relate new
Ideas that seem information to prior knowledge.
to link your book Jensen (2005) mentions in his book that prior knowledge is the basis of our students
to a theory we are making connections. As we have learned, the learning process utilizes the brain in
studying and
numerous ways. The brain makes connections through synapses, dendrites, and axons
provide a
rationale for your and during myelination. Our job is to help our students understand the importance of
choice. Explain in their brain, and help them to make connections with prior knowledge. Jensen (2005)
full detailed writes that prior knowledge fundamentally influences all learning. However, when
manner. students make the connection of something they have experienced before, that is
when the deepest learning takes place.
Your critical
thinking should
come through
your report.

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How has this This book was very helpful in the way or understanding that the brain is influenced by
reading helped multiple factors, especially the learning environment. The chapter of devoted to the
you develop a physical environment of learning was especially helpful to me. I have learned before
deeper that these are important factors, however, this book really puts it into perspective. As
conceptual
an educator, I am responsible for understanding that all changes in the environment
knowledge of this
content? Refer to will influence my students learning and cognition. This book has allowed me to
deeper learning reevaluate my style of teaching, and has influenced the way that I have approached
in Learning my teaching.
Sciences article.
Depth and The most important part of this book, in my opinion, includes the chapter about the
Complexity: How make-up of the brain. I believe that it is important to understand the way a brain
did you achieve works, particularly how it makes connections. As educators, we are presented with
deeper learning many students throughout our life and we will come to understand that students work
for yourself in
in different ways. I believe that this is important, as we can consider these differences
your study of this
book content? so that we can better prepare ourselves to better serve our students. By
Provide explicit acknowledging this, we can provide our students with better learning opportunities to
evidence. help them reach their maximum potential.
How has this After reading this book, I have learned how much the brain influences our students
study helped learning. Jensens (2005) work has added more information about brain-based
move you from learning and just how affective it is for our students. The chapters presented in the
novice to expert book that include Physical Environments for Learning and Motivation and Engagement
professional?
have really helped me to understand that learning and its process is immensely
different for all students. On the other hand, the research that is presented in this
book creates a deeper understanding of how brain-based learning can be
implemented in the classroom. Before reading this book, I did not have a solid
understanding of brain-based learning. Now, I feel that I would be able to implement
this information in the classroom to better serve my students, and offer suggestions to
my fellow educators as well.
How does this In the chapter about motivation and engagement, it includes information about
information help motivation and how important it is to implement it in a way that is healthy for our
students develop students. To promote growth mindset, we should implement strategies to increase
a positive healthy intrinsic motivation, rather than doing so that weakens our students level of
growth mindset
for learning?
engagement. I believe two of the strongest suggestions that Jensen (2005) points out
How does it help include providing plenty of encouragement, but not a direct reward and increasing
students develop feedback to the learners. Although positive reinforcement is beneficial to some
GRIT? students, providing rewards may not work for some. Therefore, encouragement and
feedback are said to have a stronger effect on growth mindset for our students.