12 brain/mind learning principles in action : developing executive functions of the human brain
著者
書誌事項
12 brain/mind learning principles in action : developing executive functions of the human brain
Corwin Press, c2009
2nd ed
- タイトル別名
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Twelve brain/mind learning principles in action
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注記
Other authors: Geoffrey Caine, Carol McClintic, Karl Klimek
Rev. ed. of: 12 brain/mind learning principles in action, published in 2005
Includes bibliographical references (p. 272-280) and index
内容説明・目次
内容説明
This book offers 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; and, instructions for building foundational learning skills.
目次
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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