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245 0 _a
_a12 brain/mind learning principles in action :
_d
_bdeveloping executive functions of the human brain /
_n
_cRenate Nummela Caine ... [et al.] ; foreword by Arthur L. Costa.
_h6
_p
246 _a
_aTwelve brain/mind learning principles in action
_b
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_i
_f6
_p
249 _i
_i
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250 _6
_6
_aSecond edition.
_b
260 _e
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264 _3
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_aThousand Oaks, CA :
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_bCorwin Press,
_c[2009];copyright 200946
300 _e
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_c28 cm.
_axvii, 285 pages :
_billustraions
310 _a
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321 _a
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336 _b
_atext
_2rdacontent
337 _3
_30
_b
_aunmediated
_2rdamedia
338 _3
_30
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_avolume
_2rdacarrier
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_aRev. ed. of: 12 brain/mind learning principles in action, published in 2005.
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_b
_c56
504 _a
_aIncludes bibliographical references (p. 272-280) and index.
_x
505 _a
_aGetting 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.
_b
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_aProvides 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.
_u
521 _a
_aProfessional;Professional.
_bFollett Library Resources.
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_xPhysiological aspects.
_aLearning, Psychology of.;Learning;Brain.;Teaching.
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_aCaine, Renate Nummela.
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