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

12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human Brain - 2nd edition

ISBN13: 978-1412961073

ISBN13: 978-1412961073
ISBN10: 1412961076
Cover type: Paperback
Edition/Copyright: 2ND 08
Publisher: Corwin Press
Published: 2008
International: No

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12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human Brain - 2ND 08 edition

ISBN13: 978-1412961073

Renate Nummela Caine

ISBN13: 978-1412961073
ISBN10: 1412961076
Cover type: Paperback
Edition/Copyright: 2ND 08
Publisher: Corwin Press

Published: 2008
International: No
Summary

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

Author Bio

Renate Nummela Caine is a principal of Caine Learning LLC and consultant to districts, schools, teachers, administrators, and communities to implement brain-based learning. She is the senior author, with Geoffrey Caine, of the groundbreaking Making Connections: Teaching and the Human Brain . She has worked with countless educators in the U.S. and around the globe. Recently, Renate and Geoffrey Caine worked with a low-income, underachieving K-5 elementary school in California to help teachers design more innovative teaching strategies using the brain/mind learning principles and district standards. Caine is professor emeritus of education at California State University in San Bernardino, where she was also executive director of the Center for Research in Integrative Learning and Teaching. She has taught every level from kindergarten to university. She earned her PhD from the University of Florida in educational psychology.

Table of Contents

Foreword to the First Edition by Arthur L. Costa Preface to the Second Edition Acknowledgments About the Authors

1. 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 Part I. Relaxed Alertness

2. 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

3. 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

4. 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

5. 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

6. 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 Part II. Orchestrated Immersion

7. 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

8. 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

9. 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

10. 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 Me

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