The Brain that Does the Work is the Brain that Learns.
In many classrooms, the teacher’s role is to talk and the student’s role is to listen. Whose brain is doing most of the work in this scenario? Authors Michael D. Toth and David A. Sousa present an alternative: a new pedagogical model called student-led academic teaming. In academic teams, students collaborate, peer coach, and peer teach while engaging in rigorous, standards-based tasks—a combination that leads to true social, emotional, and cognitive learning (SECL).
The simple truth is student-led academic teaming elevates core instruction to a level of rigor far beyond that of traditional classrooms and familiar grouping strategies. This book includes a groundbreaking 10,000-student research study on a large urban district where teaming raised achievement across the board, and narrowed achievement gaps for African-American students, English Language Learners, and students with special needs.
Toth and Sousa describe here a path to predictable success for every student, in every classroom, in every school—all backed by student data, neuroscience research, and experiences from superintendents, school leaders, teachers, and students who have made the shift. Teach for the 21st century through the power of student teams. This is the last major school reform you will ever have to make.
Product Code: BPP190003
ISBN: 9781943920655 | 05/31/19
"The Power of Student Teams approaches collaborative learning as no other. The book is scholarly, yet conversational and refreshing. I would certainly recommend it to other educators."
– Robin Fogarty, Author and Educational Consultant
"This book presents evidence that academic teaming is a sound, legitimate way for teachers to enhance learning and engage students in ways that seem far superior to traditional instruction."
– Mariale Hardiman, Professor, Johns Hopkins School of Education
"The Power of Student Teams stands in a tradition that started with Plato, Rousseau, and Dewey: students who take greater responsibility for their own learning will learn more effectively."
– Steven Tozer, Professor Emeritus of Educational Policy Studies, University of Illinois at Chicago
"Finally, a book that inspires hope for educators, empowers kids, and shows how all stakeholders can advance academic achievement."
– Tawana Grover, Superintendent, Grand Island Public Schools, Nebraska