| |
| |
Foreword | |
| |
| |
| |
Acknowledgements | |
| |
| |
Introduction | |
| |
| |
| |
Two Fundamentally Different Views of Learning | |
| |
| |
| |
Who and What Are Educating Our Children? | |
| |
| |
Two Competing Worlds | |
| |
| |
Introduction to How People Learn Naturally | |
| |
| |
| |
How Is Technology Impacting the World of Traditional Education? | |
| |
| |
Which System of Education Is Winning? | |
| |
| |
Tensions Generated by Introducing Technology Into Formal Education | |
| |
| |
Rescuing the Future | |
| |
| |
Resolving the Problem of Technology Can Give Life to the Other Purposes of Education | |
| |
| |
| |
What Are the Powerful Beliefs About Learning and Teaching That Keep Education Frozen in Place? | |
| |
| |
Memes: Ideas that Govern Themselves | |
| |
| |
Where Do We Go from Here? | |
| |
| |
| |
What Do Students Need in Order to Successfully Prepare for the Future? | |
| |
| |
What Does Education Need to Accomplish? An Emerging Consensus | |
| |
| |
The Executive Functions of the Human Brain | |
| |
| |
What Does This Mean for Education? | |
| |
| |
| |
What is Natural About Learning? | |
| |
| |
| |
The Perception/Action Dynamic: The Foundation for Learning from Life | |
| |
| |
The Perception/Action Dynamic | |
| |
| |
The Perception/Action Dynamic in Adolescence | |
| |
| |
The Perception/Action Cycle | |
| |
| |
| |
The Science Behind the Perception/Action Cycle | |
| |
| |
The Organization of the Brain Through the Lens of Perception and Action | |
| |
| |
How the Cortex Develops | |
| |
| |
An Example That Blends Life and Science | |
| |
| |
The Central Role of Questions and Decision Making | |
| |
| |
| |
Perception/Action Learning | |
| |
| |
Goal-Directed Perception/Action Learning | |
| |
| |
Divergent Paths in Teaching | |
| |
| |
| |
Goals and Outcomes: Building Rich Neural Networks Requires Real-World Knowledge | |
| |
| |
Knowledge Networks | |
| |
| |
Qualities of Knowledge Networks | |
| |
| |
Schools Versus Videotech | |
| |
| |
The Challenge for Education | |
| |
| |
| |
Side by Side: Traditional and Perception/Action Learning | |
| |
| |
Traditional Instruction | |
| |
| |
Perception/Action Learning | |
| |
| |
What Changes with the Perception/Action Learning Approach? | |
| |
| |
| |
The Body/Mind Connection | |
| |
| |
| |
Motivation: The Engine That Drives Perception/Action Learning | |
| |
| |
Just What Is Motivation? | |
| |
| |
What Motivates Students Intrinsically? | |
| |
| |
What are the Indicators of Intrinsic Motivation in the Lives of Students? | |
| |
| |
Extrinsic Motivation Rules in Traditional Education | |
| |
| |
How is Perception/Action Learning Different? | |
| |
| |
| |
The Optimal State of Mind for Learning | |
| |
| |
Mind States | |
| |
| |
The Brain's Two Opposing Tendencies-The High Road and the Low Road | |
| |
| |
What Does a Positive Mind State Look Like in a Class or School? | |
| |
| |
Next Steps and a Word of Caution | |
| |
| |
| |
How the System Engages the Low Road | |
| |
| |
The Big Picture | |
| |
| |
Ways in Which the System Induces the Low Road | |
| |
| |
Does Everything About Traditional Education Induce the Low Road? | |
| |
| |
| |
Working with Biological Predispositions | |
| |
| |
A Map for Educators | |
| |
| |
The Low Road Revisited | |
| |
| |
Where to Begin? | |
| |
| |
| |
How a Village, School, and Society Teach | |
| |
| |
The Biological Foundations of Social Learning | |
| |
| |
Implications for Education | |
| |
| |
| |
The Guided Experience Approach | |
| |
| |
| |
Implementing the Guided Experience Approach: The Three Critical Elements | |
| |
| |
Three Foundational Elements That Undergird the Guided Experience Approach | |
| |
| |
Two Running Examples | |
| |
| |
| |
Relaxed Alertness | |
| |
| |
Organization and Structure at Bridgewater | |
| |
| |
The Philosophy and Culture of High Tech High | |
| |
| |
| |
Orchestrated Immersion | |
| |
| |
Standards | |
| |
| |
The Phases | |
| |
| |
The Guided Experience Approach Expanded | |
| |
| |
How Bridgewater Strengthens the Guided Experience Approach | |
| |
| |
| |
Active Processing | |
| |
| |
The Spirit of Process | |
| |
| |
Active Processing Fleshes Out and Enlivens the Guided Experience Approach | |
| |
| |
| |
Window Into Tomorrow | |
| |
| |
Glossary | |
| |
| |
References | |
| |
| |
Index | |
| |
| |
About the Authors | |