Title:
12 brain/mind learning principles in action : developing executive functions of the human brain
Edition:
2nd ed.
Publication Information:
Thousand Oaks, California : Corwin Press, 2009
Physical Description:
xvii, 285 p, : ill. ; 29 cm.
ISBN:
9781412961066
Added Author:
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010195670 | LB1060 A16 2009 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
With updated research, revised sections on leadership, and new anecdotes, this second edition helps teachers and students reach higher performance levels based on how the brain learns.
Table of Contents
| Foreword to the First EditionArthur 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 |
| Index |
