Mariale M. Hardiman, serves as the Assistant Dean of Urban School Partnerships and Chair of the Department of Interdisciplinary Studies at the Johns Hopkins University School of Education. She is the co-founder and leads the Neuro-Education Initiative in partnership with the Brain Science Institute and other units within Johns Hopkins.

Dr. Hardiman's publications focus on the intersection of research from the neuro- and cognitive sciences and education, bringing to educators relevant research from the brain sciences to inform teaching and learning. She is a frequent presenter at local, regional, and national conferences.

Dr. Hardiman also served for more than 30 years in the Baltimore City Public School System as a principal, assistant principal, staff developer, and teacher. Under her leadership, Roland Park Elementary/Middle School received numerous awards for continuous student achievement gains as well as its designation as a Blue Ribbon School of Excellence. During her tenure as principal, she devised a teaching framework, the Brain-Targeted Teaching Model, which has generated interest from educators worldwide. Dr. Hardiman earned her undergraduate and graduate degrees from Loyola University Maryland and her doctorate from The Johns Hopkins University.

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List of Expert Teachers by Chapter
Foreword
Preface
Acknowledgments
About the Author
Introduction: The Emerging Field of Neuroeducation and 21st Century Schools
1. Information from the Neuro- and Cognitive Sciences that Educators Should Know-Separating Neuromyth from Neuroscience
2. Brain Structure and Function
Brain Facts
Brain Cells: Neurons and Glial Cells
Cerebral Organization
Hemispheric Difference
From Research to Practice
3. The Brain-Targeted Teaching Model for 21st Century Schools
Overview of the Brain-Targeted Teaching Model
Brain Target One: Establishing the Emotional Climate for Learning
Brain Target Two: Creating the Physical Learning Environment
Brain Target Three: Designing the Learning Experience
Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts
Brain Target Five: Teaching for the Extension and Application of Knowledge-Creativity and Innovation in Education
Brain Target Six: Evaluating Learning
Brain-Targeted Teaching: Research to Practice
4. Brain-Target One: Establishing the Emotional Climate for Learning
Neural Systems Underlying Emotion
How We Perceive Fear and Threat
Effects of Stress on Learning
Stress and School Environments
The Impact of Positive Emotions
Emotions and the Adolescent
Implementing Brain Target One: Establishing the Emotional Climate for Learning
Strategies for Promoting a Positive Learning Environment
Emotional Connection to Learning Goals and Objectives
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
5. Brain-Target Two: Creating the Physical Learning Environment
Attention and Novelty
Lighting in the Classroom
Sound in the Learning Environment
Scent in the Classroom
The Effects of Movement on Attention
Order and Beauty in the Classroom
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
6. Brain-Target Three: Designing the Learning Experience
Cognitive Development and Big Picture Thinking
Cognitive Development and Big Picture Thinking
Instructional Decision-Making: Content Choices for Learning Goals and Objectives
Learning Activities
Evaluating Learning
Use of Graphic Organizers in the Brain-Targeted Teaching Model
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
7. Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts
Learning and Memory
Types of Memory Processes
Neurobiology of Learning and Memory
Arts Integration for Mastery of Content, Skills, and Concepts
Repeated Rehearsal
Elaboration
Generation
Enactment
Production
Effort After Meaning
Pictorial Representation
Emotion and Memory
Mnemonics
Desirable Difficulties
Chunking
Interleaving
Brain-Targeted Teaching Learning Units
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
8. Brain Target Five: Teaching for the Extension and Application of Knowledge-Creativity and Innovation in Education
Twenty-First Century Skills
Creativity and Innovation in the Classroom
What Do the Brain Sciences Tell Us About Higher-Order Thinking and Creativity?
Content versus Process in the 21st Century Skills Movement
What Does This Mean for Teachers?
Brain Target Five Activities
Brain Target Five Summary
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
9. Brain-Target Six: Evaluating Learning
Research to Practice: Evaluation to Enhance Learning
Frequent and Timely Feedback
Active Retrieval of Information
Spacing Effects
Multiple Kinds of Assessments
Portfolio Assessments
Student Journals
Performance Assessments
What Does a Brain-Targeted Teaching Unit Look Like in the Classroom?
10. Implementing Brain-Targeted Teaching in a School and Classroom
Brain-Targeted Teaching in the School: Getting Started
Instructional Leadership and Support
What Does a School Implementing Brain-Targeted Teaching Look Like?
Brain Target One: Emotional Climate for Learning
Brain Target Two: Physical Environment
Brain Target Three: Learning Design
Brain Target Four: Teaching for Mastery of Content, Skills, and Concepts
Brain Target Five: Teaching for the Extension and Application of Knowledge: Creativity and Innovation in Education
Brain Target Six: Evaluating Learning
Brain-Targeted Teaching in Teacher Preparation Programs: A Story from a Teacher Educator
APPENDIX I
Alignment of Brain-Targeted Teaching with Cognitive Taxonomies, Teaching Standards and Frameworks
Cognitive Taxonomies
Brain-Targeted Teaching Alignment
Teaching Standards and Teaching and Learning Frameworks
APPENDIX II
Brain-Targeted Teaching Implementation Checklist
Index