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| Using this book | |
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| Activity List | |
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| Preface | |
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| Activate the Young-at-Heart Brain | |
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| Greater Meaning from Multiple Contexts | |
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| Specific Feedback Accelerates Learning | |
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| All Work and No Play | |
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| Learning with Feeling | |
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| Escape from the Sacred "Learning Box" | |
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| Remove Barriers to Learning | |
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| Active Learning | |
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| Learn by De-Briefing Failures | |
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| Integrated, Contextual Curriculum | |
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| Ball Toss Boosts Thinking | |
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| Let Learners Create Their Own Meaning | |
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| Cross Laterals "Unstick" Learning | |
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| More Questions Than Answers | |
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| Challenge the Brain | |
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| Engage the Spatial-Episodic Memory | |
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| Active Learning II | |
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| Visuals & Peripherals Impact Learning | |
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| The Real Power of Music | |
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| Break the Monotony with Novelty & Fun | |
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| March the Brain to Learning Success | |
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| Add Good Stress, Eliminate Bad Stress | |
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| Playing Games Grows Brains | |
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| The Cycle of Learning | |
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| Motor Brain Activators | |
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| Reinforcement and the Brain | |
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| Strengthen Learning with Reviews | |
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| Non-Conscious Messages are Powerful | |
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| Gender and Learning Styles | |
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| Active Learning III | |
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| Curriculum and the Developing Brain | |
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| Schedule Brain Breaks! | |
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| Replace Rewards & Bribes with Desire | |
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| Discipline Strategies that Make Sense | |
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| The Chemistry of Choice | |
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| Hollywood, Here I Come! | |
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| Reduce Common Forms of Perceived Threat | |
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| Increase "By-Product" Learning | |
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| Learning with Both Sides of the Brain | |
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| Grow Out, Not Fill Up | |
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| Learning Is Messy | |
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| Trigger Learning | |
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| Groups Are OK, Labels Are Not | |
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| Don't Trigger Helpless Learning States | |
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| Welcome to Center Stage! | |
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| Simon Says Lives Again | |
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| Finding the Challenges | |
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| Stimulate Input, Not Just Output | |
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| The Importance of Beginnings and Endings | |
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| 1...2...3...Switch Jobs! | |
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| Cycles of Learning | |
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| Multiple Strategies for Better Recall | |
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| Hydration Supports Learning | |
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| The Power of Models and Mapping | |
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| Why Use Aromas in Learning? | |
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| Let the Brain Nibble at New Ideas | |
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| Active Breaks | |
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| Eat Better to Improve Learning | |
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| Better Learning with Unguided Discussions | |
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| Enriched Environments Support Learning | |
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| S-A-T: Not Just Another Exam! | |
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| Brain Activators for the Visual Cortex | |
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| Give Learners Environmental Options | |
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| How to Grab the Brain's Attention | |
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| Laugh and Learn | |
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| Use the Mind-Body Library of Knowledge | |
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| Student Seating Matters | |
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| Too Hot to Learn? | |
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| Brighter Learning Prospects | |
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| Acoustics and Learning | |
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| Time to Settle In | |
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| Setting Goals Improves Performance | |
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| Make Unforgettable Memories | |
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| Encourage Faster Learning with Pre-Exposure | |
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| Do Learners Know What They Know? | |
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| Smart Activators for the Auditory Cortex | |
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| Bibliography | |
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| Suggested Resources for Further Reading | |
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| About the Author | |