| |
| |
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 | |