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

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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
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Editorial Reviews

Dorothy Lee Gottshall
"Validates researchers’ and educators’ commitment to scholarly, research-driven practices that are proven in the field."
Marcia Carlson
“An excellent resource for teachers striving to improve student achievement by focusing on how the brain learns. I will be able to reach more students and enable them to have deeper understandings than they would have had I not read this book. The information is timely and relevant, and the need for this information will not lessen as time goes by.”
D. Allan Bruner
"For those educators passionate about practicing their craft, this book provides a blueprint for deliberate, thoughtful, and engaging teaching strategies. It is a must for anyone concerned with the question of how to be more effective in the classroom."
Pattie Thomas
"Bringsback the importance of teachers and what they do every day. It was empowering to receive validation for the way I ran my classroom.This bookis full of scenarios, significant points, questions to ask yourself, steps to take, and bridges to the practical."
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Product Details

  • ISBN-13: 9781412961073
  • Publisher: SAGE Publications
  • Publication date: 7/23/2008
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 304
  • Sales rank: 205,876
  • Product dimensions: 8.50 (w) x 10.90 (h) x 0.80 (d)

Meet the Author

Renate Nummela Caine is a principal of Caine Learning LLC and consultant to districts, schools, teachers, administrators, and communities to implement brain-based learning. She is the senior author, with Geoffrey Caine, of the groundbreaking Making Connections:Teaching and the Human Brain. She hasworked with countless educators in the U.S. and around the globe.Recently, Renate and Geoffrey Caine worked with a low-income, underachieving K-5 elementary school in California to help teachers design more innovative teaching strategies using the brain/mind learning principles and district standards.

Caine is professor emeritus of education at California State University in San Bernardino, where she was also executive director of the Center for Research in Integrative Learning and Teaching. She has taught every level from kindergarten to university.She earned her Ph Dfrom the University of Florida in educational psychology.

Geoffrey Caine, a director of Caine Learning LLC, is a learning consultant and process coach. Caine has been published extensively and is co-author of six books, including Making Connections: Teaching and the Human Brain.His work carries him throughout the United States and abroad.He works in the worlds of education, business, and government, where he capitalizes on his prior experiences as a professor of law, aneducation services manager of a national software company, a state manager of a national publishing company, and national director of the Mind/Brain Network of the American Society for Training and Development.

He has given keynote addresses or made presentations to the Campaign for Learning in the United Kingdom, the World Conference on Education for All, the Eighth International Conference on Thinking, the Whole Schools Institute sponsored by the Mississippi Arts Commission, and numerous other national and regional organizations and associations.Caine's major interest is in how best to improve the ways in which people learn together.He directs his attention to the arts of deep listening, dwelling in the question, and processing experience for the lessons it has to offer.

Carol Lynn Mc Clintic is an educational leader with diverse experience as a teacher at numerous levels, including preschool, elementary, middle, high, and university. She is a master teacher (over eighteen student teachers, plus BITSA and peer coach), a mentor teacher, and a model teacher. She has led and co-led many workshops for her district, taught numerous education extension classes for teachers at local universities—including co-creating a certificate program for conflict resolution—been a coordinator for university and district grant programs, and consulted with Caine Learning since 1995, participating in workshops throughout the United States.

Mc Clintic has co-authored the book Wouldn’t It Be Wonderful: A Guide to Teaching in the Twenty-first Century and co-written an article with Geoffrey and Renate Nummela Caine. She has received several awards and retired from active teaching in 2002 after thirty-five years.

Karl Klimek is the Executive Orchestrator of the Square One Education Network, a nonprofit organization that incorporates brain/mind learning theory and practices in schools, with special focus on science, technology, engineering, and mathematics projects (www.squareonenetwork.org). He is lead author of Generative Leadership: Shaping New Futures for Today’s Schools (2008, Corwin Press), co-author of 12 Brain-Mind Learning Principles in Action: Developing Executive Functions of the Human Brain (2004 / 2008, Corwin Press) and has taught in Washington, Wyoming, and Michigan at both the public school and university levels. His school administrative experience includes service as a principal and as assistant superintendent for curriculum and instruction in a suburban Detroit, Michigan district. Karl is President of 2 Perspectives: Learning Through Leadership (www.2perspectives.us.com) and has worked extensively in career and technology education developing state and federal programs. He is a Senior Associate of the Caine Learning Institute, Idyllwild, CA and is Board Vice President of the Natural Learning Research Institute. Karl received his undergraduate degree in education from Central Washington University and his master’s in educational leadership from Eastern Michigan University. He is recognized for his practical and enthusiastic presentations as a speaker and project development/design facilitator.

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Table of Contents

1 Getting started 1

Pt. I The first foundational element : relaxed alertness 19

2 Why relaxed alertness provides the optimum emotional climate for learning 21

3 Complex learning is enhanced by challenge and inhibited by threat, helplessness, and fatigue 35

4 The brain/mind is social 56

5 The search for meaning is innate 74

6 Emotions are critical to patterning 92

Pt. II The second foundational element : orchestrated immersion in complex experience 111

7 Creating the richest learning environments using immersion in complex experience 113

8 The brain/mind processes parts and wholes simultaneously 129

9 All learning engages the physiology 146

10 The search for meaning occurs through patterning 163

11 Learning is developmental 177

Pt. III The third foundational element : active processing of experience 193

12 Helping learners digest and consolidate learning 195

13 There are at least two approaches to memory 203

14 Learning engages both focused attention and peripheral perception 216

15 Learning is both conscious and unconscious 230

16 Each brain is uniquely organized 243

Resources 255

References 272

Index 281

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