12 Brain/Mind Learning Principles in Action Developing Executive Functions of the Human Brain

ISBN-10: 1412961076

ISBN-13: 9781412961073

Edition: 2nd 2009

Authors: Renate Nummela Caine, Karl J. Klimek, Carol McClintic, Geoffrey Caine, Arthur L. Costa

List price: $44.95
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Description:

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 Instructions for building foundational learning skills
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Book details

List price: $44.95
Edition: 2nd
Copyright year: 2009
Publisher: Corwin Press
Publication date: 7/23/2008
Binding: Paperback
Pages: 304
Size: 8.50" wide x 11.00" long x 0.75" tall
Weight: 2.090
Language: English

Karl J. Klimek brings a diverse background to his experiences with educators. Currently, he does extensive work with the Convergence Education Foundation, a Michigan-based organization integrating technology into projects emphasizing engineering, math, and science in schools. He is president of 2 Perspectives, Inc., a learning and leadership consulting firm based in Gross Pointe, Michigan. Having lived and worked in five states as well as studying in the Czech Republic, he accents the excitement of opportunities we all have before us. As a former teacher, building principal, assistant superintendent, career and technology education director, state and federal program developer, group facilitator, consultant and parent, Klimek offers an enthusiastic approach to identifying what is right in educators' efforts and taking positive actions toward helping them become even better. Klimek holds degrees in education and leadership from Central Washington University and Eastern Michigan University. He is the recipient of several teaching awards, and has served as a planning leader in both the public and private sector.

Geoffrey Caine is national director of the MindBrain Network of the American Society for Training and Development, a professional association in the field of workplace learning and performance. He and his wife, Renate Nummela Caine, a professor of education at California State University at San Bernardino, are researchers and consultants recognized as leading developers of brain-based learning. They are frequent contributors to the journal New Horizons for Learning, and have collaborated on several books. Among their writings are Making Connections: Teaching and the Human Brain (1991, 1994), MindShifts: A Brain-Based Process for Restructuring School and Renewing Education (1994, 1998), Education on the Edge of Possibility (1997), and Unleashing the Power of Perceptual Change: the Potential of Brain-Based Teaching (1997).

Foreword to the First Edition by Arthur L. Costa
Preface to the Second Edition
Acknowledgments
About the Authors
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
Relaxed Alertness
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
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
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
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
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
Orchestrated Immersion
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
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
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
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
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
Active Processing
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
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
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
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
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
The Brain/Mind Principles Wheel
The Brain/Mind Learning Capacities Wheel
How to Develop Process Learning Circles
Guided Experiences Presentation Cycle
Guidelines for the Guided Experiences Model
Global Experience Design Wheel
Sensory Poem
References
Index
Index
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