• Hardiman, M. M. (2012). The Brain-Targeted Teaching Model for 21st-century schools. Thousand Oaks, CA: Corwin.
  • Chapter 6, “Brain-Target Three: Designing the Learning Experience,” pp. 79–94
    
    This chapter provides step-by-step guidelines for incorporating Brain-Target Three into curricular units. As you read, consider how you may infuse the approaches presented (e.g., the use of concept maps, overarching themes, content activities, and evaluations that students will experience during the unit) in the Brain-Targeted Teaching Unit Plan you are creating.
     
  • Chapter 7, “Brain-Target Four: Teaching for Mastery of Content, Skills, and Concepts,” pp. 95–124
    
    Brain-Target Four is discussed in this chapter. The connection between learning and memory is examined, and the importance of arts integration is discussed with various examples given. As you read, think about various lessons you have developed and how an arts integration piece could have enhanced learning through elaboration and/or repeated rehearsal.

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.
 

• Rinne, L., Gregory, E., Yarmolinskaya, J., & Hardiman, M. (2011). Why arts integration improves long-term retention of content. Mind, Brain, and Education, 5(2), 89–96.
  
  This article reviews the findings and applications that link neuroscience and cognitive science with arts integration. As you read, make note of the eight different factors that have shown to have positive effects on long-term memory. Consider which of these factors would fit into your BTT Unit Plan.

(OPTIONAL)

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

• Hardiman, M. M. (n.d.) Brain-Targeted Teaching: Sample units: Design. Retrieved September 27, 2012, from http://braintargetedteaching.org/design.cfm
   
• Hardiman, M. M. (n.d.). Brain-Targeted Teaching: Sample units: Mastery. Retrieved September 27, 2012, from http://braintargetedteaching.org/mastery.cfm