Raise the bar with the best of what is known about how the brain/mind learns
Higher-order skills such as critical thinking, planning, decision-making and persistence are the key to success for today’s students. Fully revised to respond to the Common Core and other timely developments, this indispensable guide builds the bridge from brain research to classroom practice. The updated third edition offers
- More strategies to deeply engage students and build foundational learning skills
- Guidance on peer-based professional development through Process Learning Circles
- Reflective questions and checklists for assessing progress
- Updated, real-life examples
Bridge research to practice through these innovative strategies to create a school environment where students and faculty learn and thrive.
|Edition description:||Third Edition|
|Product dimensions:||8.50(w) x 10.90(h) x 0.90(d)|
About the Author
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 McClintic 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 universitiesincluding co-creating a certificate program for conflict resolutionbeen a coordinator for university and district grant programs, and consulted with Caine Learning since 1995, participating in workshops throughout the United States.
McClintic 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.
Table of ContentsForeword to the Third EditionPrefaceAcknowledgmentsAbout the Authors1. Getting StartedPART I: The First Foundational Element--Relaxed Alertness2. Why Relaxed Alertness Provides the Optimum Emotional Climate for Learning3. Brain/Mind Learning PrincipleComplex Learning Is Enhanced by Challenge and Inhibited by Threat, Helplessness, and Fatigue4. Brain/Mind Learning Principle--The Brain/Mind Is Social5. Brain/Mind Learning Principle--The Search for Meaning Is Innate6. Brain/Mind Learning Principle--Emotions Are Critical to PatterningPART II: The Second Foundational Element--Orchestrated Immersion in Complex Experience7. Creating the Richest Learning Environments Using Orchestrated Immersion in Complex Experience8. Brain/Mind Learning Principle--The Brain/Mind Processes Parts and Wholes Simultaneously9. Brain/Mind Learning Principle--All Learning Engages the Physiology10. Brain/Mind Learning Principle--The Search for Meaning Occurs Through Patterning11. Brain/Mind Learning Principle--Learning Is DevelopmentalPART III: The Third Foundational Element--Active Processing of Experience12. Helping Learners Digest and Consolidate Learning13. Brain/Mind Learning Principle--Each Brain Is Uniquely Organized14. Brain/Mind Learning Principle--There Are at Least Two Ways to Approach Memory15. Brain/Mind Learning Principle--Learning Engages Both Focused Attention and Peripheral Perception16. Brain/Mind Learning Principle--Learning Is Both Conscious and Unconscious17. Teaching with Body/Mind Interconnectedness in MindResource A: The Brain/Mind Capacities WheelResource B: The Brain/Mind Principles WheelResource C: How to Develop Process Learning CirclesResource D: Guided Experiences CycleResource E: Guidelines for the Guided Experiences ModelResource F: Global Experiences Design WheelResource G: Sensory PoemReferencesIndex