12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human Brain / Edition 2

12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human Brain / Edition 2

by Renate Nummela Caine
     
 

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ISBN-10: 1412961076

ISBN-13: 9781412961073

Pub. Date: 07/23/2008

Publisher: SAGE Publications


Practical, concrete techniques to enhance learning with brain-based classroom practices!

This second edition of 12 Brain/Mind Learning Principles in Action illustrates the authors' 12 organizing principles on how the brain learns and shows how to use that knowledge to help both teachers and students reach

Overview


Practical, concrete techniques to enhance learning with brain-based classroom practices!

This second edition of 12 Brain/Mind Learning Principles in Action illustrates the authors' 12 organizing principles on how the brain learns and shows how to use that knowledge to help both teachers and students reach new performance levels. Linked to national teaching standards, this fieldbook builds the bridge from new brain research to classroom practice. For each of the 12 learning principles, educators will find:

  • Clear guidelines for teaching and learning
  • New methods to deeply engage students
  • Reflective questions and checklists for assessing progress
  • Instructions for building foundational learning skills

Product Details

ISBN-13:
9781412961073
Publisher:
SAGE Publications
Publication date:
07/23/2008
Edition description:
Second Edition
Pages:
304
Product dimensions:
8.50(w) x 10.90(h) x 0.80(d)

Table of Contents

Foreword to the First Edition by Arthur L. Costa
Preface to the Second Edition
Acknowledgments
About the Authors
1. Getting Started
We Have to Begin With Learning
Natural Learning Capacities
Three Critical Elements Teachers Must Master
What Are We After? Developing Higher-Order Learning Functions
Scaffolding the Journey: Shifting Your Instructional Approach
The Process That Makes It Real: How to Use This Book
Mastering the Vocabulary: Getting Started
Part I. Relaxed Alertness
2. Why Relaxed Alertness Provides the Optimum Emotional Climate for Learning
Relaxed Alertness Is a Psychophysiological State
Foundations of Relaxed Alertness
Executive Functions
What Can Educators Do?
For the Empowering Leader
Mastering the Vocabulary: Introduction to Relaxed Alertness
3. Complex Learning Is Enhanced by Challenge and Inhibited by Threat, Helplessness, and Fatigue
How Do We Know This? The Research That Supports This Principle
Processing This Principle
Taking It Into the Classroom
The First Foundational Skill for Relaxed Alertness: Ordered Sharing
For the Empowering Leader
Mastering the Vocabulary: The Development of Competence and Confidence Accompanied by Meaning or Purpose
4. The Brain/Mind Is Social
How Do We Know This? The Research That Supports This Principle
Processing This Principle
Taking It Into the Classroom
The Second Foundational Skill for Relaxed Alertness: Effective Listening and “I” Messages
For the Empowering Leader
Mastering the Vocabulary: How the Social Environment Contributes to Relaxed Alertness
5. The Search for Meaning Is Innate
How Do We Know This? The Research That Supports This Principle
Processing This Principle
Taking It Into the Classroom
The Third Foundational Skill for Relaxed Alertness: Process Meetings
For the Empowering Leader
Mastering the Vocabulary: How Meaning Contributes to a State of Relaxed Alertness
6. Emotions Are Critical to Patterning
How Do We Know This? The Research That Supports This Principle
Processing This Principle
Taking It Into the Classroom
The Fourth Foundational Skill for Relaxed Alertness: Resolving Conflict
For the Empowering Leader
Mastering the Vocabulary: Emotions and Patterning
Part II. Orchestrated Immersion
7. Creating the Richest Learning Environments Using Immersion in Complex Experience
How Do We Know This? The Research That Supports This Principle
Processing These Ideas
Taking It Into the Classroom
For the Empowering Leader
Mastering the Vocabulary: Creating the Richest Learning Environments Using Immersion in Complex Experience
8. The Brain/Mind Processes Parts and Wholes Simultaneously
How Do We Know This? The Research That Supports This Principle
Processing This Principle
Taking It Into the Classroom
The First Foundational Skill for Orchestrated Immersion: Designing Teacher-Orchestrated, Global Experiences
For the Empowering Leader
Mastering the Vocabulary: The Brain/Mind Processes Parts and Wholes Simultaneously
9. All Learning Engages the Physiology
How Do We Know This? The Research That Supports This Principle
Processing This Principle
Taking It Into the Classroom
The Second Foundational Skill for Orchestrated Immersion: Guiding Actor-Centered Learning
For the Empowering Leader
Mastering the Vocabulary: All Learning Engages the Physiology
10. The Search for Meaning Occurs Through Patterning
How Do We Know This? The Research That Supports This Principle
Processing This Principle
Taking It Into the Classroom
The Third Foundational Skill for Orchestrated Immersion: Seeing and Teaching Patterns
For the Empowering Leader
Mastering the Vocabulary: The Search for Meaning Occurs Through Patterning
11. Learning Is Developmental
How Do We Know This? The Research That Supports This Principle
Processing This Principle
Taking It Into the Classroom
The Fourth Foundational Skill for Orchestrated Immersion: Effective Assessment
For the Empowering Leader
Mastering the Vocabulary: Learning Is Developmental
Part III. Active Processing
12. How to Help Learners Digest and Consolidate Learning
How Do We Know This? The Research That Supports This Principle
Active Processing and the Instructional Approaches
For the Empowering Leader
Mastering the Vocabulary: How to Help Learners Digest and Consolidate Learning
13. There Are at Least Two Approaches to Memory. One Is to Store or Archive and the Other Is to Engage Multiple Memory Systems in Order to Make Sense of Experience
How Do We Know This? The Research That Supports This Principle
Memory and Decision Making
Processing This Principle
Taking It Into the Classroom
The First Foundational Skill for Active Processing: The Effective Use of Questions
For the Empowering Leader
Mastering the Vocabulary: There Are at Least Two Approaches to Memory. One Is to Store or Archive and the Other Is to Engage Multiple Memory Systems in Order to Make Sense of Experience
14. Learning Engages Both Focused Attention and Peripheral Perception
How Do We Know This? The Research That Supports This Principle
Processing This Principle
Taking It Into the Classroom
The Second Foundational Skill for Active Processing: Capitalizing on Attention Through the Effective Use of Observation
For the Empowering Leader
Mastering the Vocabulary: Learning Engages Both Focused Attention and Peripheral Perception
15. Learning Is Both Conscious and Unconscious
How Do We Know This? The Research That Supports This Principle
Processing This Principle
Taking It Into the Classroom
The Third Foundational Skill for Active Processing: Self-Regulation
For the Empowering Leader
Mastering the Vocabulary: Learning Is Both Conscious and Unconscious
16. Each Brain Is Uniquely Organized
How Do We Know This? The Research That Supports This Principle
Processing This Principle
Taking It Into the Classroom
The Fourth Foundational Skill for Active Processing: Advanced Questioning
For the Empowering Leader
Mastering the Vocabulary: Each Brain in Uniquely Organized
Resource A: The Brain/Mind Principles Wheel
Resource B: The Brain/Mind Learning Capacities Wheel
Resource C: How to Develop Process Learning Circles
Resource D: Guided Experiences Presentation Cycle
Resource E: Guidelines for the Guided Experiences Model
Resource F: Global Experience Design Wheel
Resource G: Sensory Poem
References
Index

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