12 brain/mind learning principles in action : developing executive functions of the human brain / Renate Nummela Caine ... [et al.] ; foreword by Arthur L. Costa. 6

By: 4 0 16, [, ] | [, ] |
Contributor(s): 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Thousand Oaks, CA : Corwin Press, [2009];copyright 200946Edition: Second editionDescription: 28 cm. xvii, 285 pages : illustraionsContent type: text Media type: unmediated Carrier type: volumeISBN: 9781412961073 (paperback : acid-free paper)ISSN: 2Other title: Twelve brain/mind learning principles in action 6 []Uniform titles: | | Related works: 1 40 Caine, Renate Nummela. 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Physiological aspects. Learning, Psychology of.;Learning;Brain.;Teaching. -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | 370.1523 T917 2009 LOC classification: | LB1060 | .A16 20092Other classification:
Contents:
Getting started -- Why relaxed alertness provides the optimum emotional climate for learning -- Complex learning is enhanced by challenge and inhibited by threat, helplessness, and fatigue -- The brain/mind is social -- The search for meaning is innate -- Emotions are critical to patterning -- Creating the richest learning environments using immersion in complex experience -- The brain/mind processes parts and wholes simultaneously -- All learning engages the physiology -- The search for meaning occurs through patterning -- Learning is developmental -- Helping learners digest and consolidate learning -- There are at least two approaches to memory -- Learning engages both focused attention and peripheral perception -- Learning is both conscious and unconscious -- Each brain is uniquely organized.
Action note: In: Summary: Provides a framework for helping teachers and students reach higher performance levels, based on studies of how the brain learns, identifying three essential elements for learning, and including examples, anecdotes, and vocabulary guides. Other editions:
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Rev. ed. of: 12 brain/mind learning principles in action, published in 2005. 56

Includes bibliographical references (p. 272-280) and index.

Getting started -- Why relaxed alertness provides the optimum emotional climate for learning -- Complex learning is enhanced by challenge and inhibited by threat, helplessness, and fatigue -- The brain/mind is social -- The search for meaning is innate -- Emotions are critical to patterning -- Creating the richest learning environments using immersion in complex experience -- The brain/mind processes parts and wholes simultaneously -- All learning engages the physiology -- The search for meaning occurs through patterning -- Learning is developmental -- Helping learners digest and consolidate learning -- There are at least two approaches to memory -- Learning engages both focused attention and peripheral perception -- Learning is both conscious and unconscious -- Each brain is uniquely organized.

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Provides a framework for helping teachers and students reach higher performance levels, based on studies of how the brain learns, identifying three essential elements for learning, and including examples, anecdotes, and vocabulary guides.

Professional;Professional. Follett Library Resources.

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