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| Foreword to the First Edition by Arthur L. Costa | |
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| Preface to the Second Edition | |
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| Acknowledgments | |
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| About the Authors | |
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| Getting Started | |
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| We Have to Begin With Learning | |
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| Natural Learning Capacities | |
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| Three Critical Elements Teachers Must Master | |
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| What Are We After? Developing Higher-Order Learning Functions | |
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| Scaffolding the Journey: Shifting Your Instructional Approach | |
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| The Process That Makes It Real: How to Use This Book | |
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| Mastering the Vocabulary: Getting Started | |
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| Relaxed Alertness | |
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| Why Relaxed Alertness Provides the Optimum Emotional Climate for Learning | |
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| Relaxed Alertness Is a Psychophysiological State | |
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| Foundations of Relaxed Alertness | |
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| Executive Functions | |
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| What Can Educators Do? | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: Introduction to Relaxed Alertness | |
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| Complex Learning Is Enhanced by Challenge and Inhibited by Threat, Helplessness, and Fatigue | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The First Foundational Skill for Relaxed Alertness: Ordered Sharing | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: The Development of Competence and Confidence Accompanied by Meaning or Purpose | |
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| The Brain/Mind Is Social | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The Second Foundational Skill for Relaxed Alertness: Effective Listening and "I" Messages | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: How the Social Environment Contributes to Relaxed Alertness | |
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| The Search for Meaning Is Innate | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The Third Foundational Skill for Relaxed Alertness: Process Meetings | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: How Meaning Contributes to a State of Relaxed Alertness | |
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| Emotions Are Critical to Patterning | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The Fourth Foundational Skill for Relaxed Alertness: Resolving Conflict | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: Emotions and Patterning | |
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| Orchestrated Immersion | |
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| Creating the Richest Learning Environments Using Immersion in Complex Experience | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing These Ideas | |
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| Taking It Into the Classroom | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: Creating the Richest Learning Environments Using Immersion in Complex Experience | |
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| The Brain/Mind Processes Parts and Wholes Simultaneously | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The First Foundational Skill for Orchestrated Immersion: Designing Teacher-Orchestrated, Global Experiences | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: The Brain/Mind Processes Parts and Wholes Simultaneously | |
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| All Learning Engages the Physiology | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The Second Foundational Skill for Orchestrated Immersion: Guiding Actor-Centered Learning | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: All Learning Engages the Physiology | |
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| The Search for Meaning Occurs Through Patterning | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The Third Foundational Skill for Orchestrated Immersion: Seeing and Teaching Patterns | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: The Search for Meaning Occurs Through Patterning | |
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| Learning Is Developmental | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The Fourth Foundational Skill for Orchestrated Immersion: Effective Assessment | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: Learning Is Developmental | |
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| Active Processing | |
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| How to Help Learners Digest and Consolidate Learning | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Active Processing and the Instructional Approaches | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: How to Help Learners Digest and Consolidate Learning | |
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| There Are at Least Two Approaches to Memory | |
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| One Is to Store or Archive and the Other Is to Engage Multiple Memory Systems in Order to Make Sense of Experience | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Memory and Decision Making | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The First Foundational Skill for Active Processing: The Effective Use of Questions | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: There Are at Least Two Approaches to Memory | |
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| One Is to Store or Archive and the Other Is to Engage Multiple Memory Systems in Order to Make Sense of Experience | |
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| Learning Engages Both Focused Attention and Peripheral Perception | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The Second Foundational Skill for Active Processing: Capitalizing on Attention Through the Effective Use of Observation | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: Learning Engages Both Focused Attention and Peripheral Perception | |
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| Learning Is Both Conscious and Unconscious | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The Third Foundational Skill for Active Processing: Self-Regulation | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: Learning Is Both Conscious and Unconscious | |
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| Each Brain Is Uniquely Organized | |
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| How Do We Know This? The Research That Supports This Principle | |
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| Processing This Principle | |
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| Taking It Into the Classroom | |
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| The Fourth Foundational Skill for Active Processing: Advanced Questioning | |
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| For the Empowering Leader | |
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| Mastering the Vocabulary: Each Brain in Uniquely Organized | |
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| The Brain/Mind Principles Wheel | |
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| The Brain/Mind Learning Capacities Wheel | |
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| How to Develop Process Learning Circles | |
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| Guided Experiences Presentation Cycle | |
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| Guidelines for the Guided Experiences Model | |
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| Global Experience Design Wheel | |
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| Sensory Poem | |
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| References | |
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| Index | |
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| Index | |