12 brain/mind learning principles in action : the fieldbook for making connections, teaching, and the human brain

著者

書誌事項

12 brain/mind learning principles in action : the fieldbook for making connections, teaching, and the human brain

Renate Nummela Caine ... [et al.] ; foreword by Arthur L. Costa

Corwin Press, c2005

  • : hbk
  • : pbk

タイトル別名

Twelve brain/mind learning principles in action

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注記

Other authors: Geoffrey Caine, Carol McClintic, Karl Klimek

Includes bibliographical references (p. 251-255) and index

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内容説明・目次

内容説明

From the Foreword by Arthur L Costa `Connecting research from the neurosciences, sound constructivist pedagogical practices and the National Teaching Standards, the authors produced a treasure of brain-based classroom practices to enhance learning. Educators wishing to harmonize their educational practices with research on brain functioning will find this fieldbook indispensable' - Arthur L Costa, Emeritus Professor of Education, California State University, Sacramento Renate and Geoffrey Caine, known world-wide for clarifying for educators how to apply brain research to teaching and learning, make the bridge from research to classrooms more practical than ever in this newest work. A stand-alone guide for both new and familiar readers, this Fieldbook, with new co-authors, for Making Connections, Teaching, and the Human Brain, applies their widely recognized 12 Principles of Brain/Mind Learning to today's learning context. New research from neurosciences, education and related disciplines, particularly the important findings about the brain's executive function; combine here with years of experience of working with schools internationally to put brain research to work in the classroom. The 12 Principles, with tools for application in teaching, cluster here around three critical elements of learning: climate; instruction processing.

目次

Foreword by Arthur L. Costa Preface About the Authors 1. Getting Started Part I: Relaxed Alertness 2. Introduction to Relaxed Alertness 3. The Development of Competence and Confidence Accompanied by Meaning or Purpose 4. How the Social Environment Contributes to Relaxed Alertness 5. How Meaning Contributes to a State of Relaxed Alertness 6. Emotions and Patterning Part II: Orchestrated Immersion in Complex Experience 7. Introduction to Immersion in Complex Experience 8. Seeing the Parts and Experiencing Wholeness 9. Engaging the Physiology in Learning 10. Engage the Learner's Capacity to Recognize and Master Essential Patterns 11. Engaging and Assessing Developmental Steps and Shifts in Learning Part III: Active Processing 12. Introduction to Active Processing: The Art of Digesting Experience and Consolidating Learning 13. How to Capitalize on Different Aspects of Memory 14. Powerful Learning Requires the Integration of Attention and Context 15. Including the Conscious and Unconscious in Learning 16. Teaching to Unique Students. Resource A: The Brain/Mind Principles Wheel Resource B: The Brain/Mind Capacities Wheel Resource C: How to Develop Learning Circles Resource D: Guided Experiences Presentation Cycle Resource E: Guidelines for the Guided Experiences Model Resource F: Global Experience Design Wheel References Index

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