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| Foreword | |
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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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| What This Book Is About | |
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| Why Study the Brain? | |
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| Experienced Educators and the Research | |
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| The Learning Paradigm | |
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| Assumptions | |
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| Where We Have Been | |
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| Where We Are Today | |
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| This Book | |
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| Research in the Classroom and in the Brain Lab | |
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| Learning and Teaching | |
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| Eye-Opening Experiences in the Classroom | |
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| The Natural Human Learning Process and Brain Research | |
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| The Breakthrough Classroom | |
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| The Research-Based Stages, Curriculum, and Lesson Plans | |
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| How People Learn: The Natural Human Learning Process (NHLP) | |
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| Critical and Creative Thinking by Infants and Children | |
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| An Example of Children���s Critical and Creative Thinking | |
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| Critical and Creative Thinking in School | |
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| The Natural Human Learning Process and School | |
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| The Natural Human Learning Process (NHLP) Research | |
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| After the Research Is Over | |
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| Research Reports | |
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| The Importance of Making Mistakes | |
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| Where We Go From Here | |
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| How the Brain Learns: The Brain���s Natural Learning Process | |
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| Introducing the Brain | |
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| Getting to Know the Brain | |
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| How the Brain Learns | |
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| Convergence of Ceiling Levels and Neural Networks | |
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| Pruning | |
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| Experience and Brain Growth | |
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| Constructivism | |
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| How the Brain Thinks and Remembers | |
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| The Brain���s Innate Resources and Rules | |
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| Children���s Brains and Adults��� Brains | |
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| The Brain Grows Holistically with Plasticity | |
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| Implications for Curriculum Development | |
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| What About Piaget? | |
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| The Breakthrough Theory of Learning | |
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| Personal Experience, Individual Differences, and Learning | |
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| Emotions and the Brain | |
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| Negative and Positive Self-Image Networks | |
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| Learning from Experience | |
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| Learning Styles, Preferences, and Multiple Intelligences | |
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| Gifted Students | |
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| Aptitudes | |
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| Special Needs, Learning Differences, Autism, ADD, and ADHD | |
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| The Seven Magic Words: See If You Can Figure It Out | |
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| Tests | |
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| Beyond Individual Differences | |
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| a Handout for Students | |
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| The Student���s Experience: Metacognition, Motivation, Self-Evaluation, Achievement, and Technology Self Taught | |
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| Metacognition and Motivation | |
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| Intrinsic Rewards | |
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| Removing the Barriers | |
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| Self-Evaluation and Metacognition | |
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| Another Metacognitive Experience | |
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| Achievement | |
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| Writing Samples | |
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| Age and Achievement | |
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| Technology Self Taught | |
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| Theory and Application | |
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| Sequencing of the Curriculum | |
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| Challenges | |
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| The Missing Link | |
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| Two Problems | |
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| Neuroscience and Education | |
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| Converging Research | |
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| The Theory and Guide | |
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| Putting the Theory into Practice | |
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| Thinking at Higher Levels | |
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| Constructing New Knowledge | |
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| Planning the Sequence of the Units or Topics in a Curriculum | |
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| Using a Causal Sequence | |
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| Learning Activities for Units and Topics | |
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| The First Activity | |
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| Two Classroom Examples | |
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| Students and the NHLP | |
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| Developing a Curriculum | |
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| Young Students Thinking at a High Level | |
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| The NHLP in the Classroom | |
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| The Pedagogical Model and Guidelines | |
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| Transfer | |
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| Four Effective Instructional Practices | |
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| NHLP Pedagogical Guidelines | |
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| Assessment | |
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| Education Courses or Faculty Development Programs | |
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| Good News | |
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| Using the Brain���s Natural Learning Process to Create Curriculum | |
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| Brain-Based, Natural Learning Across the Curriculum | |
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| The Seven Magic Words in Action | |
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| Safety | |
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| Respect | |
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| The Opportunity to Learn Naturally | |
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| The Critical First Stages | |
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| The Introduction-to-Poetry Unit | |
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| Front Loading | |
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| a Science Learning Activity about the Concept of Buoyancy | |
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| a Unit for Library Orientation | |
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| a Unit for Introduction to Safety Procedures | |
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| a Science Learning Activity about Water | |
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| a Unit for Learning How to Take Lecture Notes | |
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| The NHLP Planning Guidelines and Pedagogy | |
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| Curriculum Development for Units, Courses, and Programs | |
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| Where to Start | |
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| Curriculum Development Guidelines | |
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| a Unit on Literal and Inferential Meaning | |
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| a Unit on an Introduction to Egypt | |
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| a Unit on an Introduction to Fractions | |
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| a Basic Grammar Curriculum: a Sequence of Units for a Whole Course | |
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| a Developmental English Curriculum: Courses in a Program | |
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| References | |
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| General Bibliography | |
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| Index | |