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| Preface | |
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| Acknowledgments | |
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| About the Author | |
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| Introduction | |
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| Physiology and Brain Science | |
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| Brain Science | |
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| The Brain Is the Universe Within | |
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| How to Be a Critical Consumer of Research on the Brain and Learning | |
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| Just the Facts! What Are the Facts About the Brain? | |
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| Macroview: A Look at the Exterior of the Human Brain | |
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| Geography of the Human Brain (Topography) | |
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| Three Views of the Brain | |
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| Top-to-Bottom View | |
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| Front-to-Back View | |
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| Left-to-Right View | |
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| How Has the Brain Evolved? | |
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| Microview: A Look at the Interior of the Human Brain | |
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| Brain Imaging: How We Know What We Know | |
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| How the Brain Works | |
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| Neurotransmitters | |
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| Differences Between Males and Females | |
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| Principles For Teaching and Learning | |
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| Principles of the Brain and Learning | |
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| The Bridge Between Brain Science and Cognitive Science | |
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| The Brain Principles and the Four-Corner Framework | |
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| Twelve Brain Principles of Caine and Caine | |
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| Learning Is Enhanced by Challenge and Inhibited by Threat | |
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| Emotions Are Critical to Patterning | |
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| Learning Involves Both Focused Attention and Peripheral Perception | |
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| The Brain Has a Spatial Memory System and a Set of Systems for Rote Learning | |
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| The Brain Processes Parts and Wholes Simultaneously | |
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| Learning Engages the Entire Physiology | |
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| The Brain Is a Parallel Processor | |
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| Learning Is Embedded in Natural and Social Settings | |
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| Each Brain Is Unique | |
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| The Search for Meaning Is Innate | |
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| The Search for Meaning Occurs Through Patterning | |
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| Learning Always Involves Conscious and Unconscious Processes | |
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| It's All About Learning | |
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| Cognitive Science: The Brain Is on My Mind | |
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| Brain Science and Cognitive Science | |
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| Nature Versus Nurture (Heredity Versus Environment) | |
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| Enriched Environments | |
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| Intelligence as a Function of Experience | |
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| Windows of Opportunity | |
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| Nutrition-Cognition Connection | |
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| Care and Feeding of the Brain | |
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| Abuses and Addictions | |
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| New Conclusions | |
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| Emotions and the Intellect | |
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| Safe Climate | |
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| Threat | |
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| Challenge | |
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| The Brain and the Mind | |
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| Brain Versus Mind | |
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| Theories of the Intellect | |
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| General Intelligence Theory: Spearman | |
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| Theory of Cognitive Modifiability: Feuerstein | |
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| Theory of Multiple Intelligences: Gardner | |
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| Successful Intelligence: Sternberg | |
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| Learnable Intelligence: Perkins | |
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| Intelligent Behaviors or Habits of Mind: Costa and Kallick | |
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| Emotional Intelligence: Goleman | |
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| Moral Intelligence: Coles | |
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| Memory, Learning, and the Human Brain | |
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| Memory Metaphor | |
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| It's on My Screen | |
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| It's on My Desktop | |
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| It's on My Menu | |
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| It's on My Hard Drive | |
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| Types of Memory Systems | |
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| Short-Term Memory | |
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| Long-Term Memory | |
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| Episodic, Procedural, Conditional, and Emotional Memory | |
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| Memory Lane: Semantic, Episodic, Emotional, Procedural, and Automatic | |
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| Declarative (Explicity) and Procedural (Implicit) Memory | |
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| Learning Through Patterns and Chunking | |
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| It's All About Teaching | |
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| Brain-Friendly Strategies | |
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| Strategies for Brain-Compatible Classrooms | |
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| The Four-Corner Framework | |
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| Brain-Compatible Classroom | |
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| Teaching FOR Thinking: Setting the Climate | |
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| Research Base - Physiology, Emotions, Environment | |
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| Principles of Brain-Compatible Learning | |
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| Implications for Learning | |
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| Implications for Teaching: Satisfactory | |
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| Teaching OF Thinking: Instructing Skills and Standards of Learning | |
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| Research Base - Brain, Mind, Intellect | |
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| Principles of Brain-Compatible Learning | |
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| Implications for Learning | |
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| Implications for Teaching: Good | |
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| Teaching WITH Thinking: Structuring Interactions | |
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| Research Base - Active Learning/Constructivist | |
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| Principles of Brain-Compatible Learning | |
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| Implications for Learning | |
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| Implications for Teaching: Excellent | |
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| Teaching ABOUT Thinking: Reflecting Metacognitively | |
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| Research Base - Deep Understanding/Transfer | |
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| Principles of Brain-Compatible Learning | |
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| Implications for Learning | |
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| Implications for Teaching: Superior | |
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| Definition and Description of Brain-Compatible Classrooms | |
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| Research on Teacher Quality | |
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| What Teachers Say | |
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| What Experts Say | |
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| What Kids Say | |
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| A Framework for Quality Revisited | |
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| Setting the Climate for Thinking | |
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| Brainwave #1: Emotions - Goleman/LeDeux/Coles | |
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| Braindrops: Strategies | |
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| Threat Alerts the Body | |
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| Challenge Engages the Intellect | |
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| Brainworks: Activities | |
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| People Search | |
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| Fat/Skinny Questions | |
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| The Human Graph | |
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| Brainwave #2: Enriched Environment - Diamond/Conyers and Wilson | |
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| Brainstorms: Application | |
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| Braindrops: Strategies | |
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| Organizational Enrichments | |
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| Sensory Enrichments | |
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| Brainworks: Activities | |
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| Four Corners | |
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| Brainstorms: Application | |
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| Teaching the Skills of Thinking | |
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| Brainwave #3: Microskills and Macroskills - Marzano/McTighe | |
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| Braindrops: Strategies | |
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| Microskills | |
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| Macroskills | |
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| Brainworks: Activities | |
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| Microskill Lesson Analysis for Bias | |
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| Macroskill Lesson Problem Solving | |
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| Brainstorms: Applications | |
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| Brainwave #4: Development of Skills and Concepts - Posner and Keele/Csikszentmihalyi | |
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| Braindrops: Strategies | |
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| Basic/Apprentice | |
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| Advanced/Master | |
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| Brainworks: Activities | |
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| Basic/Apprentice | |
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| Advanced/Master | |
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| Brainstorms: Applications | |
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| Structuring the Interaction With Thinking | |
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| Brainwave #5: Active Learning - Vygotsky/Ausbel | |
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| Braindrops: Strategies | |
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| Teacher Decisions for Cooperative Groups | |
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| BUILD Components/Cooperative Strategies | |
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| Graphic Organizers | |
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| Brainworks: Activities | |
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| Dealing With Paradox | |
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| Brainstorms: Application | |
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| Brainwave #6: Experiential Learning | |
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| Braindops: Strategies | |
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| Multiple Intelligences | |
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| Integrated Curriculum | |
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| Brainworks: Activities | |
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| Curriculum Corners | |
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| Brainstorms: Applications | |
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| Thinking About Thinking | |
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| Brainwave #7: Reflection | |
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| Braindrops: Strategies | |
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| Making Meaning | |
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| Transfer of Learning | |
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| Brainworks: Activities | |
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| Transfer Tales | |
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| Brainstorms: Applications | |
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| Brainwave #8: Assessment | |
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| Braindrops: Strategies | |
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| Traditional Assessments | |
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| Dynamic Assessments | |
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| Brainworks: Activities | |
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| Folk Portfolio | |
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| Brainstorms: Application | |
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| Suggested Videos to Illustrate the Four-Corner Framework | |
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| The Brain | |
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| Glossary | |
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| References and Suggested Readings | |
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| Index | |