The Hungry Brain by Susan Archibald Marcus begins by providing basic nutrition information. Then, at the end of each chapter, there are pages and pages of activities for primary, intermediate, middle school and high school students. The chapters cove malnutrition, fats, sugar, food allergies and exercise. Excellent.

Twelve Brain Principles by Brian M. Pete and Robin J. Fogarty is focused on the research on Caine and Caine. If you don’t have this type of book already this is clearly written. Each chapter begins with a list of synonyms for important words. For instance, “Learning is enhanced by challenge and inhibited by threat.” Then there is a brief, but clear discussion of the principle. Not new, but perfectly fine.

Multiple Intelligence for Differentiated Learning is written by R. Bruce Williams. Chapters focus on the theory, setting the stage for active engagement, making constructivist connections with curriculum and standards, instructional strategies and assessment.

Catch a Falling Reader by Connie Hebert has 40 short, short chapters backed with ideas. Instead of  “read the chapter” try “Stop reading when you find out…” Give students a purpose and a challenge.  I marked many post-it notes for great suggestions. I’ll share this thoughtful book with many others.

Joyful Learning: Active and Collaborative Learning in Inclusive Classrooms by Alice Udvari and Paula Kluth is as a co-planning tool for special education teachers and classroom teachers. It has many ideas that all classrooms should use regardless of inclusion. “Pass the Compliment”, “Two Truths and A Lie”, paper bag interviews and fishbowl activities are examples.

Integrating Curricula with Multiple Intelligences: Teams, Themes & Threads by Robin Fogarty and Judy Stoehr will be useful if you are not familiar with MI and themes. After the introduction it has good activities for teams, a review of how to develop themes and how to put it all together. This would be useful for many teachers.

Developing Emotional Literacy with Teenage Boys by Tina Rae and Lisa Pederson is meant for counselors and facilitators. It starts by making a case for emotional difficulties of boys and young men. It is organized into 12 sessions beginning with “Identity” and including friendships, feelings, drugs, crime, and goals. Each session has activities and guidance for circle talks.

Promoting Emotional and Social Development in Schools by Blake, Bird and Gerlach begins with an overview of research. The authors recommend a whole-school commitment and provide suggestions for promoting development with activities at all levels and involving parents.

Brain-Friendly Study Strategies Grades 2-8 by Schwed and Melichar-Utter uses the Multiple Intelligences as a framework. Be-Boppin’ the Brain provides ways to use music in all academic areas. Seeing Your Thoughts provides visual-spatial activities. If you are new to these ideas this book will get you started to fly on your own later. After an overview of brain functioning in learning, and learning styles the authors chapters focus on multiple intelligences to explain strategies. Easy to follow. This is a good resource for beginning whole-brain teachers.

Building an Intentional School Culture by Elbot and Fulton is directed on principals or others in leadership positions. There are many exercises that would guide a school community to clarify their goals and establish a path towards greater success.

The Power of Visual Imagery: A reading comprehension program for students with reading difficulties by Karen Kelly is a 90 page resource to help teachers understand how to use visual imagery. After a chapter on reading difficulties the author explains the research and use of imagery. The remaining four chapters provide exercises and resource materials. This is an important book.

Visual Knowing by Donovan Walling is focused on connecting art and ideas across the secondary curriculum. Each of its 15 chapters (on competition, history, math, technology, etc.) has an introduction, thinking questions and very helpful online sites.

Dealing with Feeling by Tina Rae is an excellent resource for teachers of 1-14 year olds. Studies reveal that students who learn feeling lessons are more successful in academics. This book provides 40 lessons complete with a CD-Rom that has posters and pages to reprint. For most teachers, who have little background in teaching the personal intelligences, this will be an important guide.

The Hungry Brain by Susan Archibald Marcus begins by providing basic nutrition information. Then, at the end of each chapter, there are pages and pages of activities for primary, intermediate, middle school and high school students. The chapters cove malnutrition, fats, sugar, food allergies and exercise. Excellent.

Multiple Intelligence for Differentiated Learning is written by R. Bruce Williams. Chapters focus on the theory, setting the stage for active engagement, making constructivist connections with curriculum and standards, instructional strategies and assessment.

Cultivating the Learner-Centered Classroom: from theory to practice by Tollefson and Osborn deals with changing the behaviors of teachers in their classrooms. Chapters focus on understanding students, planning instruction and assessing growth. Each chapter provides a summary that I would suggest is read before the chapter to orient the mind. Learners do better when the classroom is focused on their specific styles and needs.

The School as a Home for the Mind by Arthur Costa is an important book to guide all schools toward excellence. Mindful practices in the classroom depend on a teacher’s understanding of thinking, planning appropriate curriculum focused on thinking, and self-reflection. This book has the potential of significantly changing the way teachers and school function. It would be a valuable book for a whole school discussion—teachers and parents.

Leading Student-Centered Discussion by Hale and City is focused on using textbooks in a secondary school. The why and how of becoming a facilitator rather than a lecturer is clear and concise. There are chapters for helping students learn their new roles and, in the process, gain skills and greater learning. Valuable.

school function. It would be a valuable book for a whole school discussion—teachers and parents.

Integrating Curricula with Multiple Intelligences: Teams, Themes & Threads by Robin Fogarty and Judy Stoehr will be useful if you are not familiar with MI and themes. After the introduction it has good activities for teams, a review of how to develop themes and how to put it all together. This would be useful for many teachers.

Developing Emotional Literacy with Teenage Boys by Tina Rae and Lisa Pederson is meant for counselors and facilitators. It starts by making a case for emotional difficulties of boys and young men. It is organized into 12 sessions beginning with “Identity” and including friendships, feelings, drugs, crime, and goals. Each session has activities and guidance for circle talks.

Promoting Emotional and Social Development in Schools by Blake, Bird and Gerlach begins with an overview of research. The authors recommend a whole-school commitment and provide suggestions for promoting development with activities at all levels and involving parents.

Leading Student-Centered Discussion by Hale and City is focused on using textbooks in a secondary school. The why and how of becoming a facilitator rather than a lecturer is clear and concise. There are chapters for helping students learn their new roles and, in the process, gain skills and greater learning. Valuable.

Building an Intentional School Culture by Elbot and Fulton is directed on principals or others in leadership positions. There are many exercises that would guide a school community to clarify their goals and establish a path towards greater success.