Chapter 3: Brain Research Applied to Middle School

Abstract
This chapter provides varied information about how to keep students (and their brains) focused. Wormeli talks about the effects of memory (chunking and practice result in long term memory), emotions (scaring students away from plagiarism), and hydration (making sure they have access to water). He also discusses the importance of reviewing material after a lesson (we're more likely to forget the stuff that happens in the middle), using metaphors and analogies (gets students to think more abstractly), and using Bloom's Taxonomy (something Practicum has made us quite familiar with). In order to teach students how to reason, Wormeli recommends introducing them to logical fallacies, or common misconceptions. He gives several fallacies and explains them with helpful examples. Finally, he talks about student misconceptions and what we, as teachers, can do to avoid them.

Reflection

I really like his idea of letting students analyze logical fallacies. These are interesting to read about because we may be guilty of them without even realizing it. It teaches students to criticize everything they read. It may be especially helpful if students are asked to do research online. Furthermore, it was interesting reading this chapter because I read "Becoming a Wiz at Brain-Based Teaching" for our Book Talks. The ideas presented in each were slightly varied. When I first started the chapter, I was afraid that it was going to be the same information as the book. Thankfully, that wasn't the case. Wormeli focused a lot on keeping students focused and getting them to think analytically, while the author of the book I read focused a lot on the science behind it all.