• Hardiman, M. M. (2012). The Brain-Targeted Teaching Model for 21st-century schools. Thousand Oaks, CA: Corwin.
  • Chapter 4, “Brain-Target One: Establishing the Emotional Climate for Learning,” pp. 33–58

This chapter describes Brain-Target One, Establishing the Emotional Climate for Learning. Topics include the effects of stress versus positive emotions. As you read, note the different ways that emotions can impact student learning, and the strategies you can use to set the tone for instructional success.

• • Chapter 5, “Brain-Target Two: Creating the Physical Learning Environment,” pp. 59–77

Brain-Target Two, Creating the Physical Learning Environment, is discussed in Chapter 5. The chapter centers on the fact that the brain’s appetite for environmental stimulation is best satisfied through changes, even subtle ones, to classroom surroundings. As you read, notice the different ways that the physical environment of the classroom can be altered to maximize learning.
 

Readings (OPTIONAL)

• Hardiman, M. M., Novak, S., Delgado, S., & Stella, J. (2012).  The Brain-Targeted Teaching Model for 21st-century schools reading companion and study guide. Thousand Oaks, CA:  Corwin.
  
  This study guide supplements the course text, providing summaries of the text chapters, discussion questions, reflection prompts, strategies, resources, and a sample unit. Use it as a reference for completing the Assessments in this course and for your continued work with the Brain-Targeted Teaching Model.
   

(OPTIONAL)
 

For more information on Brain-Targets One and Two, explore the following sections of the Brain-Targeted Teaching website.

• Hardiman, M. M. (n.d.). Brain-Targeted Teaching: Sample units: Environment. Retrieved September 27, 2012, from http://braintargetedteaching.environment.cfm
   
• Hardiman, M. M. (n.d.). Brain-Targeted Teaching: Sample units: Climate. Retrieved September 27, 2012, from http://braintargetedteaching.climate.cfm