These chapters provide a variety of systems that would be appropriate for several different age groups. There are ideas for personal goal-setting, such as using a daily journal, to ways teachers can create democratic classrooms using class meetings, etc. When we give students choices and opportunities to control the content and process of their learning, their motivation increases. The author outlines several models for orchestrating choices for students that maintain high standards and insist students respond and participate in key experiences. In exploring ways to provide choice the author addresses differentiating curriculum an addressing students' multiple intelligences.
Humans naturally seek new experiences and are curious without needing external rewards.
The brain begins to produce pleasurable feelings when accomplishing a task, enjoying an activity, succeeding, sharing affection, laughing, or being entertained. Good teachers have used many of these brain-compatible strategies for years. We now have the research to support, guide, and encourage us to orchestrate learner-centered classrooms with the brain in mind.