Johns Hopkins University
School of Education
Explorations in Mind, Brain, and Teaching
ED.887.615
Homewood Campus
Instructor:
Dr. Mariale Hardiman
410-516-8225
mmhardiman@jhu.edu
Asst. Instructors: Luke Rinne
410-516-8225
lrinne@jhu.edu
Emma Gregory
410-516-8225
Credit Hours:
30
Class Time:
Course Description: During the past decade the cognitive and neurological sciences
have produced a vast frontier of knowledge on how the brain processes, stores, and
retrieves information. Educators have increasingly recognized a role as consumers of
this emerging knowledge. Participants in the course will review this research, examining
how it intersects with the correlates of research-based effective teaching and the
teaching of the arts across content areas. Topics of study will include the brain’s
memory systems, the impact of emotions on learning, the processes involved in higher
order thinking and learning, and issues related to child development. Participants will
apply course studies to the creation of learning units that emphasize application of
knowledge and the integration of the arts.
Course Objectives:
Students will demonstrate their understanding for each the following topics:
1. The ABCs of Brain Anatomy/ How the Human Brain Processes Information
 Identify brain organization and structure
 Describe how learning occurs at the cellular level




Describe how information proceeds from perception to attention and from
attention to memory
Describe how research in the cognitive and neurological sciences intersects
with effective teaching strategies
Describe the components of the Brain-Targeted Teaching Model
Explore how arts integration transforms schools and classrooms
2. Setting the Emotional Climate for Learning—Brain-Target One
 Define structures and functions of the brain’s emotional center
 Identify factors that cause stress for students in school
 Design general strategies, including artful strategies such as movement and
theater, for reducing stress and promoting a positive emotional climate in the
classroom
 Design evaluation tool for a teacher/administrator to assess classroom climate
 Design specific strategies to connect emotions to learning in a BTT learning
unit
3. Designing the Physical Learning Environment—Brain-Target Two
 Describe how order, organization, attractive displays, and novelty in the
learning environment can enhance learning
 Identify ways to change the environment and use art to add depth to content
displays with each learning unit
 Design a checklist for optimal school and classroom learning environments
 Design specific strategies to provide optimal learning environment in a BTT
learning unit
4. Designing the Learning Experience—Brain-Target Three
 Describe how prior knowledge of content, concepts, and skills can be
incorporated into daily instruction
 Use Maryland State Content Standards, Maryland Arts Standards, and Core
Learning Goals to design global instructional goals

Design concept maps to provide students with an overall picture of
instructional goals

Use instructional goals to design objectives that state what students will
know and be able to do as a result of instruction

Design specific instructional objectives based on global goals and content
standards in a BTT learning unit
5. Teaching for Mastery—Brain-Target Four
 Describe the brain’s memory systems--procedural, declarative, episodic,
semantic
 Explain the distinctions between how the brain processes working and longterm memories




Identify artful strategies to present information to allow for repeated
rehearsals and in-depth understanding of concepts and content
Design instructional activities that integrate multiple modalities and multidisciplines into the learning experience
Design instructional activities that integrate the visual arts, music, drama, and
movement into the learning experience
Design specific instructional activities to teach for mastery declarative and
procedural knowledge in a BTT learning unit
6. Teaching for the Extension and Application of Learning—Brain-Target Five
 Describe how the brain’s modular learning system suggests the use of active,
experiential learning activities to extend and refine students’ learning
 Design general instructional strategies that extend and refine students’
learning through real-world problem-solving tasks
 Design specific instructional strategies to extend and apply acquired
knowledge in a BTT learning unit
 Describe the distinction between divergent thinking and convergent thinking
 Describe the cognitive and neural processes associated with creativity
7. Evaluating Learning—Brain-Target Six
 Design multiple evaluation systems such as the use of oral and written
probes, rubrics, student portfolios, student-generated products, and
performance-based assessments
 Design specific evaluation instruments to correspond with the components of
the BTT learning unit that they designed throughout the professional
development session
Course Standards
Maryland Voluntary State Curriculum Content Standards, Maryland Arts Standards, and
Core Learning Goals apply to this course. Please review them through the MSDE
website: www.mdk12.org.
Required Text and Other Materials
Hardiman, M. (2003). Connecting brain research with effective teaching: The BrainTargeted Teaching Model. Lanham, MD: Rowman & Littlefield.
Posner, M. I. & Rothbart, M. K. (2007). Educating the human brain. Washington, D.C.:
American Psychological Association.
Copies of any additional required readings will be handed out in class or on the ELC.
Assignments
Five teams of students (3-4 students per team) will be formed; these teams will
collaborate on certain course assignments.
Online Discussion of Posner & Rothbart Chapters (Due daily, 7/8-7/15)
Each team will start an online discussion in the Electronic Learning Community (ELC) for
one chapter in the Posner & Rothbart book. Prior to the class when the reading is due,
each member of the group will start a separate discussion thread with a short
paragraph that expresses a comment, question, idea, etc. (something broad and
insightful enough to elicit thoughtful responses). Team members should consult with
one another to make sure that the group’s “thread starters” differ in scope and
complement one another.
All students in the class should reply to two different “thread starters” before the
following day’s class. In addition, students should post at least one follow-up to
another student’s response in the other thread(s). Students are encouraged to post
additional follow-ups in any thread. When considering which posts to reply to or followup on, look for those that don’t already have responses. The instructors will start the
online discussion for the first chapter in order to provide an idea of what is expected.
The instructors will also monitor/participate in online discussions throughout the course.
Research Connection Project (Due 7/30)
Students will focus on one component of the Brain-Targeted Teaching Model and
connect it to a relevant area of research and/or current educational initiative. For
example, Brain-Target Three, “Designing the Learning Experience” connects with
Understanding by Design (Wigging & McTighe, 1998). Students will prepare a 7-10
page paper that analyzes the relationship between the Brain-Target and the
research/initiative, noting similarities and differences as well as implications for
classroom practice.
Learning Unit Design (Due 7/16)
Teams will use the Maryland Voluntary State Curriculum Content Standards, Maryland
Art Standards and/or Core Learning Goals to design an arts-integrated learning unit that
incorporates the components of the Brain-Targeted Teaching Model. Participants can
choose the grade level and content focus. The learning unit will be prepared in written
format using the BTT template. In order to share the learning unit with colleagues, the
team will prepare a 15 minute PowerPoint presentation on the learning unit and present
it to the class. Each member of the team will receive the same grade. Equal
participation is expected.
Evaluation and Grading
Attendance/Participation/Class Projects (15 points)
Online Discussion of Posner & Rothbart (25
Emergent
Thread starter
1-3
Thread replies
1-3
Follow-ups
1
Research Connection Project (30 points)
Emergent
Analysis of Research
1-3
Analysis of Connection to
1-3
Brain-Target
Application to Classroom
1-3
Practice
Learning Unit Design (30 points)
Emergent
Lesson thoroughly
1-5
describes all six BTT
components
PPT demonstrates each
1-3
Brain-Target
Presentation is engaging
1
and succinct
points)
Proficient
4-7
4-7
2-3
Superior
8-10
8-10
4-5
Proficient
4-7
4-7
Superior
8-10
8-10
4-7
8-10
Proficient
6-10
Superior
11-15
4-7
8-10
2-3
4-5
Late Assignments:
It is expected that assignments will be turned in on the due dates. Late assignments
will be subject to grade reductions. Extenuating circumstances should be discussed with
the instructor.
Resubmitted Assignments:
Students may resubmit assignments with a grade of B or lower. Resubmissions may
earn up to half the point differential between the original grade and the value of the
assignment, and should be turned in within one week after the graded assignment is
received by the student.
Grading Scale
A
= 94% and above
A= 90-93%
B+
= 87-89%
B
= 84-86%
B= 80-83%
C+
C
CF
=
=
=
=
77-79%
74-76%
70-73%
below 70%
The grades of D+, D, and D- are not awarded at the graduate level.
Attendance Policy: Students are expected to attend all classes punctually and
participate fully in all in-class group activities and assignments. Contact the instructor
about emergency situations or other attendance related issues as soon as they arise,
before scheduled class sessions. Unexplained lateness/absence may lead to penalties in
the final course grade.
Course Outline
Date
Topic
1
Introduction
to Mind,
Brain, and
Teaching
7/6
Activities
Due Dates
1. Introduction dyads
2. Review of course syllabus
3. Building a Circuit-Diagram for the Brain: Video clip
http://www.youtube.com/watch?v=4kRrarRR2kk
4. Power Point Presentation Part 1: Introduction to the Brain-Targeted
Teaching Model
5. Introduction to Electronic Learning Community (ELC)
6. Formation of teams and assignment of Posner & Rothbart chapters
2
7/7
Introduction
to BrainTargeted
Teaching
1. Power Point Presentation Part 2: Brain-Targets 1-6
Hardiman, Ch. 1-3
2. BTT teacher interviews http://www.youtube.com/BTTmodel
Hardiman, The
3. Demonstration of BTT learning units
4. Small Group Activity: Teams brainstorm ideas for learning units
3
7/8
BT 1:
Emotional
Climate
Creative-Artistic
Brain
1. Questions/Brief Discussion of Posner & Rothbart, Ch. 1
Hardiman, Ch. 4
2. Discussion/Activities, Brain-Target 1
Posner & Rothbart,
Ch. 1
 Video Clip: Stress and Memory (1:35)
http://www.youtube.com/watch?v=OHl7BewJ0yU
 Neuroscientist Richard Davidson presents his research on how
social and emotional learning can affect the brain.(20.06)
http://www.edutopia.org/richard-davidson-sel-brain-video
 Immordino-Yang & Damasio (2008). We feel therefore we learn.
 Small Group Activity: Identify factors within and outside the
classroom that cause stress for children and affect learning.
Suggest strategies to reduce the effects of stress in the
classroom.
3. Guest lecture: Linda Gorman
4
BT 2:
1. Questions/Brief Discussion of Posner & Rothbart, Ch. 2
Hardiman, Ch. 5
7/9
Physical
Environment
2. Discussion/Activities, Brain-Target 2
Posner & Rothbart,
Ch. 2
 Video: Professional Skills - Positive Learning Environment –
Primary (30 min) http://www.teachers.tv/video/17831
 Standen, A., (2007). Space craft: Feng shui principles transform
a classroom
 Nair, P. & Fielding, R., (2007). A comfortable truth. Edutopia
April/May 30-32.
 Small Group Activity: Design a checklist for optimal school and
classroom learning environments to be included in the school’s
improvement plan.
5
7/12
BT 3:
Learning
Design
1. Questions/Brief Discussion of Posner & Rothbart, Ch. 3
Hardiman, Ch. 6
2. Discussion/Activities, Brain-Target 3
Posner & Rothbart,
Ch. 3
 Video: Synopsis of Mind Mapping (27.58)
http://www.teachers.tv/video/121
 Video Clip: Inspiration Concept Map Tutorial (5:23)
http://www.youtube.com/watch?v=XTfo3EIZViM&feature=rela
ted
 Small Group Activity: Design a concept map based on global
goals and content standards in a designated unit of study
3. Guest Lecture: Stephen Hsaio, “Plasticity”
4. Guest Lecture: Susan Rome, “Big Picture Thinking, The Arts, and
Children with Disabilities”
6
7/13
BT 4:
Teaching for
Mastery
1. Questions/Brief Discussion of Posner & Rothbart, Ch. 4
Hardiman, Ch. 7
2. Discussion/Activities, Brain-Target 4
Posner & Rothbart,
Ch. 4
 Mapping Memory in the Brain, Eric Kandel
http://www.youtube.com/watch?v=MCkji-0aqHo
 Slides: History of research on Learning and Memory (MIT)
 Memory through Arts Integration: The Dana Studies on Arts and
Cognition: Learning, Arts, and the Brain
 Small Group Activity: Brainstorm multiple ways to present a
given instructional objective to increase repetitions, provide
differentiation, and engage all students in the learning activity.
Integrate visual arts, music, drama, or movement to the
chosen activities.
3. Guest Lecture: Clare Grizzard, “Arts Integration and BTT”
7
7/14
BT 5:
Teaching for
Application
1. Questions/Brief Discussion of Posner & Rothbart, Ch. 5
Hardiman, Ch. 8
2. Discussion/Activities, Brain-Target 5
Posner & Rothbart,
Ch. 5
 Video Clip: Music and Dance Drive Academic Achievement
(8:45) http://www.edutopia.org/arts-opening-mindsintegration-video
 Limb Video http://www.youtube.com/watch?v=cgQ-kaT0SvM
 Art Works: Integrating Creativity in the Curriculum (6:19)
http://www.edutopia.org/art-works
 Small Group Activity: Discuss how arts integration may help
students think more critically about content in traditional
subject matter areas and encourage them to apply what they
have learned in unique and creative ways.
8
7/15
BT 6:
Evaluating
Learning
1. Questions/Brief Discussion of Posner & Rothbart, Ch. 6
Hardiman, Ch. 9
2. Discussion/Activites, Brain-Target 6
Posner & Rothbart,
Ch. 6
 Karpicke & Roediger (2008). The critical importance of retrieval
for learning.
 Cepeda et al. (2008). Spacing effects in learning.
 Small Group Activity: Consider how evaluation practices might
be informed by the recognition that tests and quizzes serve
not just as measurements, but also as opportunities for
students to consolidate and reinforce their knowledge.
9
7/16
Course
Conclusion
1. Learning unit presentations
Research
Connection Paper
Due
Learning Units Due
2. Course wrap up
3. Evaluations
Classroom Accommodations for Students with Disabilities
If you are a student with a documented disability who requires an academic
adjustment, auxiliary aid or other similar accommodations, please contact Karen Salinas
in the Disability Services Office at 410-516-9823 or via email at ksalinas@jhu.edu.
Statement of Diversity and Inclusion
Johns Hopkins University is a community committed to sharing values of diversity and
inclusion in order to achieve and sustain excellence. We believe excellence is best
promoted by being a diverse group of students, faculty, and staff who are committed to
creating a climate of mutual respect that is supportive of one another’s success.
Through its curricula and clinical experiences, the Department of Interdisciplinary
Studies/Division of Education purposefully supports the University’s goal of diversity,
and, in particular, works toward an ultimate outcome of best serving the needs of all
students in K-12 schools and/or the community. Faculty and candidates are expected
to demonstrate a commitment to diversity as it relates to planning, instruction,
management, and assessment.
IDEA Course Evaluation
Please remember to complete the IDEA course evaluation for this course. These
evaluations are an important tool in the School of Education’s ongoing efforts to
improve instructional quality and strengthen its programs. The results of the IDEA
course evaluations are kept anonymous—your instructor will only receive aggregated
data and comments for the entire class. Typically, an email with a link to the online
course evaluation form will be sent to your JHU email address approximately 85% of
the way through the course. Thereafter, you will be sent periodic email reminders until
you complete the evaluation. The deadline for completing the evaluation is normally
one week after the last meeting of class. Please remember to activate your JHU email
account and to check it regularly. (Please note that it is the School of Education’s policy
to send all faculty, staff, and student email communications to a JHU email address,
rather than to personal or alternative work email addresses.) If you are unsure how to
activate your JHU email account, if you’re having difficulty accessing the course
evaluations or you haven’t received an email reminder by the day of the last class, or if
you have any questions in general about the IDEA course evaluation process, please
contact Rhodri Evans (410-516-0741; idea@jhu.edu).
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