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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
https://www.tcrecord.org ID Number: 12159, Date Accessed: 7/24/2021 8:50:05 PM

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About the Author
  • Alycia Rhinehart
    CCC's Brooklyn Prep School
    E-mail Author
    ALYCIA C. RHINEHART has been in the field of education for 15 years as a professional developer, curriculum developer, administrator, and director. She is presently director of an inner city private school in New York City. Students graduating from the program have averaged in the 90th percentile on national achievement tests during her tenure as director of the school. She is also an academic coach for middle school students at-risk for failing New York’s city- and state-wide language arts and mathematics exams. Ms. Rhinehart has taught and continues to teach in both general and special education classrooms. The range of student populations she teaches includes those who are emotionally challenged and have specific learning disabilities or pervasive developmental disorders. She has been honored for two consecutive years as one of Who’s Who of America’s Teachers in 2004 and 2005. Ms. Rhinehart is currently working on postgraduate studies leading to doctoral studies in clinical child psychology and is curriculum coordinator for a developmental services facility for toddlers and very young children with special needs.
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