Marcia L. Tate, EdD, is the former executive director of professional development for the DeKalb County School System in Decatur, Georgia. During her thirty-year career with the district, she has been a classroom teacher, reading specialist, language arts coordinator, and staff development executive director. Marcia is currently an educational consultant and has taught over 500,000 administrators, teachers, parents, and business and community leaders throughout the world. She is the author of the eight books in the best-selling Worksheets Don’t Grow Dendrites series and four additional books: Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They’re Learning?, 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning K–8, and 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning 9–12, and her latest book, Healthy Teachers, Happy Classrooms that is designed to address both the personal and professional lives of all educators. Participants in her workshops refer to them as some of the best ones they have ever experienced since Marcia uses the twenty strategies outlined in her books to actively engage her audiences. Marcia received her bachelor’s degree in psychology and elementary education from Spelman College in Atlanta, Georgia. She earned her master’s degree in remedial reading from the University of Michigan in Ann Arbor, her specialist degree in educational leadership from Georgia State University, and her doctorate in educational leadership from Clark Atlanta University.  Marcia is married to Tyrone Tate and is the proud mother of three children: Jennifer, Jessica, and Christopher, and nine grandchildren: Christian, Aidan, Maxwell, Aaron, Roman, Shiloh, Aya, Noah, and Alyssa. Marcia and her husband own the company Developing Minds, Inc. and can be contacted by calling the company at (770) 918-5039, emailing her at marciata@ bellsouth.net, or by visiting her website at www.developingmindsinc.com. You can also follow her on Twitter and Instagram at @DrMarciaTate.

• AcknowledgmentsAbout the AuthorIntroductionStrategy 1: Brainstorming and DiscussionWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 2: Drawing and ArtworkWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 3: Field TripsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 4: GamesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 5: Graphic Organizers, Semantic Maps, and Word WebsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 6: HumorWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 7: Manipulatives, Experiments, Labs, and ModelsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 8: Metaphors, Analogies, and SimilesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 9: Mnemonic DevicesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 10: MovementWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 11: Music, Rhythm, Rhyme, and RapWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 12: Project-Based and Problem-Based InstructionWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 13: Reciprocal Teaching and Cooperative LearningWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 14: Role Plays, Drama, Pantomimes, and CharadesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 15: StorytellingWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 16: TechnologyWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 17: Visualization and Guided ImageryWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 18: VisualsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 19: Work Study and ApprenticeshipsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 20: Writing and JournalsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationResource A: Brain-Compatible Lesson DesignResource B: Graphic OrganizersBibliographyIndex

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Marcia L. Tate, EdD, is the former executive director of professional development for the DeKalb County School System in Decatur, Georgia. During her thirty-year career with the district, she has been a classroom teacher, reading specialist, language arts coordinator, and staff development executive director. Marcia is currently an educational consultant and has taught over 500,000 administrators, teachers, parents, and business and community leaders throughout the world. She is the author of the eight books in the best-selling Worksheets Don’t Grow Dendrites series and four additional books: Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They’re Learning?, 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning K–8, and 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning 9–12, and her latest book, Healthy Teachers, Happy Classrooms that is designed to address both the personal and professional lives of all educators. Participants in her workshops refer to them as some of the best ones they have ever experienced since Marcia uses the twenty strategies outlined in her books to actively engage her audiences. Marcia received her bachelor’s degree in psychology and elementary education from Spelman College in Atlanta, Georgia. She earned her master’s degree in remedial reading from the University of Michigan in Ann Arbor, her specialist degree in educational leadership from Georgia State University, and her doctorate in educational leadership from Clark Atlanta University.  Marcia is married to Tyrone Tate and is the proud mother of three children: Jennifer, Jessica, and Christopher, and nine grandchildren: Christian, Aidan, Maxwell, Aaron, Roman, Shiloh, Aya, Noah, and Alyssa. Marcia and her husband own the company Developing Minds, Inc. and can be contacted by calling the company at (770) 918-5039, emailing her at marciata@ bellsouth.net, or by visiting her website at www.developingmindsinc.com. You can also follow her on Twitter and Instagram at @DrMarciaTate.

• AcknowledgmentsAbout the AuthorIntroductionStrategy 1: Brainstorming and DiscussionWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 2: Drawing and ArtworkWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 3: Field TripsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 4: GamesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 5: Graphic Organizers, Semantic Maps, and Word WebsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 6: HumorWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 7: Manipulatives, Experiments, Labs, and ModelsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 8: Metaphors, Analogies, and SimilesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 9: Mnemonic DevicesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 10: MovementWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 11: Music, Rhythm, Rhyme, and RapWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 12: Project-Based and Problem-Based InstructionWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 13: Reciprocal Teaching and Cooperative LearningWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 14: Role Plays, Drama, Pantomimes, and CharadesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 15: StorytellingWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 16: TechnologyWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 17: Visualization and Guided ImageryWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 18: VisualsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 19: Work Study and ApprenticeshipsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 20: Writing and JournalsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationResource A: Brain-Compatible Lesson DesignResource B: Graphic OrganizersBibliographyIndex

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Marcia L. Tate, EdD, is the former executive director of professional development for the DeKalb County School System in Decatur, Georgia. During her thirty-year career with the district, she has been a classroom teacher, reading specialist, language arts coordinator, and staff development executive director. Marcia is currently an educational consultant and has taught over 500,000 administrators, teachers, parents, and business and community leaders throughout the world. She is the author of the eight books in the best-selling Worksheets Don’t Grow Dendrites series and four additional books: Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They’re Learning?, 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning K–8, and 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning 9–12, and her latest book, Healthy Teachers, Happy Classrooms that is designed to address both the personal and professional lives of all educators. Participants in her workshops refer to them as some of the best ones they have ever experienced since Marcia uses the twenty strategies outlined in her books to actively engage her audiences. Marcia received her bachelor’s degree in psychology and elementary education from Spelman College in Atlanta, Georgia. She earned her master’s degree in remedial reading from the University of Michigan in Ann Arbor, her specialist degree in educational leadership from Georgia State University, and her doctorate in educational leadership from Clark Atlanta University.  Marcia is married to Tyrone Tate and is the proud mother of three children: Jennifer, Jessica, and Christopher, and nine grandchildren: Christian, Aidan, Maxwell, Aaron, Roman, Shiloh, Aya, Noah, and Alyssa. Marcia and her husband own the company Developing Minds, Inc. and can be contacted by calling the company at (770) 918-5039, emailing her at marciata@ bellsouth.net, or by visiting her website at www.developingmindsinc.com. You can also follow her on Twitter and Instagram at @DrMarciaTate.

• AcknowledgmentsAbout the AuthorIntroductionStrategy 1: Brainstorming and DiscussionWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 2: Drawing and ArtworkWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 3: Field TripsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 4: GamesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 5: Graphic Organizers, Semantic Maps, and Word WebsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 6: HumorWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 7: Manipulatives, Experiments, Labs, and ModelsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 8: Metaphors, Analogies, and SimilesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 9: Mnemonic DevicesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 10: MovementWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 11: Music, Rhythm, Rhyme, and RapWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 12: Project-Based and Problem-Based InstructionWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 13: Reciprocal Teaching and Cooperative LearningWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 14: Role Plays, Drama, Pantomimes, and CharadesWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 15: StorytellingWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 16: TechnologyWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 17: Visualization and Guided ImageryWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 18: VisualsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 19: Work Study and ApprenticeshipsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationStrategy 20: Writing and JournalsWhat: Defining the StrategyWhy: Theoretical FrameworkHow: Instructional ActivitiesReflection and ApplicationResource A: Brain-Compatible Lesson DesignResource B: Graphic OrganizersBibliographyIndex

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