How to Teach so Students Remember

reviewed by Alycia C. Rhinehart 2006

coverTitle: How to Teach so Students Remember
Author(s): Marilee Sprenger
Publisher: Association for Supervision and Curriculum Development, Alexandria, VA
ISBN: 141660152X, Pages: 205, Year: 2005
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How important is cognitive neuroscience to the classroom teacher?  How can neuroscientific findings contribute to student learning and outcomes?  We know that reflective educators are typically interested in improving methodologies in an effort to improve student outcomes.  The how to’s offered in How to Teach so Students Remember represent an encouraging effort toward these endeavors.  Ms. Sprenger seeks to reveal cognitive and neuroscientific research findings to those who need it most—educators.  The current publication is somewhat of a "spin-off" from Sprenger’s publication, Differentiation Through Learning Styles and Memory.  The current publication respects the significance of neuroscientific findings related to memory and learning.  The emphasis on student learning here is the use of and importance of memory as a means for acquiring, retaining, and retrieving concepts and information introduced in the learning environment. Marilee Sprenger has, once again, provided classroom teachers and teacher educators a straightforward look at the ways in which... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 108 Number 5, 2006, p. 930-935 ID Number: 12159, Date Accessed: 8/19/2018 12:06:26 AM

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