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by Mel Levine
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"Different minds learn differently," writes Dr. Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don't fit the way they are being taught.
In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns, explaining how they can strengthen a child's abilities and either bypass or help overcome the child's weaknesses, producing positive results instead of repeated frustration and failure.
Consistent progress can result when we understand that not every child can do equally well in every type of learning and begin to pay more attention to individual learning patterns -- and individual minds -- so that we can maximize children's success and gratification in life. In A Mind at a Time Dr. Levine shows us how.
Acknowledgments
1 A Mind at a Time: Introduction
A Mind's Possibilities
A Pediatric Perspective
2 The Ways of Learning
How Learning Works
Eight Systems
Neurodevelopmental Profiles
How a Mind's Profile Comes to Be
How Lifestyles May Affect Learning Styles
Splitting Rather Than Lumping
The Early Detection of Dysfunction
Some Adult Implications
3 Conducting a Mind: Our Attention Control System
The Mental Energy Controls
The Intake Controls
The Output Controls
The Impacts of the Attention Controls
Minds over Time: Keeping a Watchful Eye on the Attention Controls as Children Age
Practical Considerations
4 Remembering to Learn and Learning to Remember: Our Memory System
Short-term Memory
Active Working Memory
Long-term Memory
A Few More Memory Differences
The Outlook
Minds over Time: Keeping a Watchful Eye on Memory as Children Age
Practical Considerations
5 Ways with Words: Our Language System
The Different Languages That Make Up Language
Language Levels
The Special Challenge of Language Production
Language and Its Ambassadorial Functions
Minds over Time: Keeping a Watchful Eye (or Ear) on Language as Children Age
Practical Considerations
6 Making Arrangements: Our Spatial and Sequential Ordering Systems
Sequential Ordering
Spatial Ordering
Spatial Versus Sequential Ordering: Which Would You Rather Be Good At?
Minds over Time: Keeping a Watchful Eye on Sequential and Spatial Ordering as Children Age
Practical Considerations
7 Mind over Muscle: Our Motor System
Forms of Motor Function
Minds over Time: Keeping a Watchful Eye on Motor Function as Children Age
Practical Considerations
8 Some Peeks at a Mind's Peaks: Our Higher Thinking System
Conceptual Thinking
Problem-Solving Thinking
Critical Thinking
Rule-Guided Thinking
Creative Thinking
The Role of Intuitive Thinking in Influencing All Forms of Higher Thinking
The Higher Thinking System and the Other Neurodevelopmental Systems
Minds over Time: Keeping a Watchful Eye on Higher Thinking as Children Age
Practical Considerations
9 Relating to Relating: Our Social Thinking System
The Big Three Social Missions
Social Functions and Dysfunctions
Are Some Kids Too Successful Socially?
Minds over Time: Keeping a Watchful Eye on Social Thinking as Children Age
Practical Considerations
10 When a Mind Falls Behind
Constructing Neurodevelopmental Profiles
Identifying the Breakdown Points
When Bad Things Happen to Good Profiles
Mining a Child's Precious Assets
Identifying and Understanding Emotional Complications
Hows Instead of Whys: Focusing on Identifying and Fixing the Breakdowns Instead of Their Causes
The Benefits and Dangers When a Child's Mind Is Tested
Roadblocks and Outcomes in Adulthood
11 Getting a Mind Realigned (but Not Redesigned)
Management by Profile
Accessing Special Services in School
The Use of Medication
Coaching and Mentoring
Raoul: An Example of a Child Who Was Managed by Profile
12 Raisin' Brain: Homes for All Kinds of Minds
Know Thy Child
Responding to Gaps
Fostering Strengths, Knacks, Talents, Intuitions, and Affinities
Trying Not to Harm
Supporting Education
Maintaining an Intellectual Life at Home
Fostering Optimism and a Positive View of the Future
13 The Right to Differ: Schools for All Kinds of Minds
Teachers: Their Roles and Their Training for Those Roles
Parents: Their Meaningful Involvement in a Child's Learning
Students: Learning About Learning and Learning About Their Kinds of Minds
Humane Schools: Protective and Nurturing Settings for All Kinds of Minds
Pathways: Greater Availability of Options for Success
The Educational Ambiance
Results
Neurodevelopmental Pluralism: A Mind at a Time as an Ethic
Helpful Readings and Other Resources
Index
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Being online is not required for reading an eTextbook after successfully downloading it. You must only be connected to the Internet during the download process.
User Help:
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"Different minds learn differently," writes Dr. Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don't fit the way they are being taught.
In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns, explaining how they can strengthen a child's abilities and either bypass or help overcome the child's weaknesses, producing positive results instead of repeated frustration and failure.
Consistent progress can result when we understand that not every child can do equally well in every type of learning and begin to pay more attention to individual learning patterns -- and individual minds -- so that we can maximize children's success and gratification in life. In A Mind at a Time Dr. Levine shows us how.
Acknowledgments
1 A Mind at a Time: Introduction
A Mind's Possibilities
A Pediatric Perspective
2 The Ways of Learning
How Learning Works
Eight Systems
Neurodevelopmental Profiles
How a Mind's Profile Comes to Be
How Lifestyles May Affect Learning Styles
Splitting Rather Than Lumping
The Early Detection of Dysfunction
Some Adult Implications
3 Conducting a Mind: Our Attention Control System
The Mental Energy Controls
The Intake Controls
The Output Controls
The Impacts of the Attention Controls
Minds over Time: Keeping a Watchful Eye on the Attention Controls as Children Age
Practical Considerations
4 Remembering to Learn and Learning to Remember: Our Memory System
Short-term Memory
Active Working Memory
Long-term Memory
A Few More Memory Differences
The Outlook
Minds over Time: Keeping a Watchful Eye on Memory as Children Age
Practical Considerations
5 Ways with Words: Our Language System
The Different Languages That Make Up Language
Language Levels
The Special Challenge of Language Production
Language and Its Ambassadorial Functions
Minds over Time: Keeping a Watchful Eye (or Ear) on Language as Children Age
Practical Considerations
6 Making Arrangements: Our Spatial and Sequential Ordering Systems
Sequential Ordering
Spatial Ordering
Spatial Versus Sequential Ordering: Which Would You Rather Be Good At?
Minds over Time: Keeping a Watchful Eye on Sequential and Spatial Ordering as Children Age
Practical Considerations
7 Mind over Muscle: Our Motor System
Forms of Motor Function
Minds over Time: Keeping a Watchful Eye on Motor Function as Children Age
Practical Considerations
8 Some Peeks at a Mind's Peaks: Our Higher Thinking System
Conceptual Thinking
Problem-Solving Thinking
Critical Thinking
Rule-Guided Thinking
Creative Thinking
The Role of Intuitive Thinking in Influencing All Forms of Higher Thinking
The Higher Thinking System and the Other Neurodevelopmental Systems
Minds over Time: Keeping a Watchful Eye on Higher Thinking as Children Age
Practical Considerations
9 Relating to Relating: Our Social Thinking System
The Big Three Social Missions
Social Functions and Dysfunctions
Are Some Kids Too Successful Socially?
Minds over Time: Keeping a Watchful Eye on Social Thinking as Children Age
Practical Considerations
10 When a Mind Falls Behind
Constructing Neurodevelopmental Profiles
Identifying the Breakdown Points
When Bad Things Happen to Good Profiles
Mining a Child's Precious Assets
Identifying and Understanding Emotional Complications
Hows Instead of Whys: Focusing on Identifying and Fixing the Breakdowns Instead of Their Causes
The Benefits and Dangers When a Child's Mind Is Tested
Roadblocks and Outcomes in Adulthood
11 Getting a Mind Realigned (but Not Redesigned)
Management by Profile
Accessing Special Services in School
The Use of Medication
Coaching and Mentoring
Raoul: An Example of a Child Who Was Managed by Profile
12 Raisin' Brain: Homes for All Kinds of Minds
Know Thy Child
Responding to Gaps
Fostering Strengths, Knacks, Talents, Intuitions, and Affinities
Trying Not to Harm
Supporting Education
Maintaining an Intellectual Life at Home
Fostering Optimism and a Positive View of the Future
13 The Right to Differ: Schools for All Kinds of Minds
Teachers: Their Roles and Their Training for Those Roles
Parents: Their Meaningful Involvement in a Child's Learning
Students: Learning About Learning and Learning About Their Kinds of Minds
Humane Schools: Protective and Nurturing Settings for All Kinds of Minds
Pathways: Greater Availability of Options for Success
The Educational Ambiance
Results
Neurodevelopmental Pluralism: A Mind at a Time as an Ethic
Helpful Readings and Other Resources
Index
eTextbooks and eChapters can be viewed by using the free reader listed below.
Be sure to check the format of the eTextbook/eChapter you purchase to know which reader you will need. After purchasing your eTextbook or eChapter, you will be emailed instructions on where and how to download your free reader.
Download Requirements:Due to the size of eTextbooks, a high-speed Internet connection (cable modem, DSL, LAN) is required for download stability and speed. Your connection can be wired or wireless.
Being online is not required for reading an eTextbook after successfully downloading it. You must only be connected to the Internet during the download process.
User Help:
Click Here to access the VitalSource Bookshelf FAQ
Digital Rights Management (DRM) Key
Copying - Books that cannot be copied will show "Not Allowed." Otherwise, this will detail the number of times it can be copied, or "Allowed with no limits."
Printing - Books that cannot be printed will show "Not Allowed." Otherwise, this will detail the number of times it can be printed, or "Allowed with no limits."
Expires - Books that have no expiration (the date upon which you will no longer be able to access your eBook) will read "No Expiration." Otherwise it will state the number of days from activation (the first time you actually read it).
Reading Aloud - Books enabled with the "text-to-speech" feature so that they can be read aloud will show "Allowed."
Sharing - Books that cannot be shared with other computers will show "Not Allowed."
Min. Software Version - This is the minimum software version needed to read this book.
Suitable Devices - Hardware known to be compatible with this book. Note: Reader software still needs to be installed.
"Different minds learn differently," writes Dr. Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don't fit the way they are being taught.
In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns, explaining how they can strengthen a child's abilities and either bypass or help overcome the child's weaknesses, producing positive results instead of repeated frustration and failure.
Consistent progress can result when we understand that not every child can do equally well in every type of learning and begin to pay more attention to individual learning patterns -- and individual minds -- so that we can maximize children's success and gratification in life. In A Mind at a Time Dr. Levine shows us how.
Acknowledgments
1 A Mind at a Time: Introduction
A Mind's Possibilities
A Pediatric Perspective
2 The Ways of Learning
How Learning Works
Eight Systems
Neurodevelopmental Profiles
How a Mind's Profile Comes to Be
How Lifestyles May Affect Learning Styles
Splitting Rather Than Lumping
The Early Detection of Dysfunction
Some Adult Implications
3 Conducting a Mind: Our Attention Control System
The Mental Energy Controls
The Intake Controls
The Output Controls
The Impacts of the Attention Controls
Minds over Time: Keeping a Watchful Eye on the Attention Controls as Children Age
Practical Considerations
4 Remembering to Learn and Learning to Remember: Our Memory System
Short-term Memory
Active Working Memory
Long-term Memory
A Few More Memory Differences
The Outlook
Minds over Time: Keeping a Watchful Eye on Memory as Children Age
Practical Considerations
5 Ways with Words: Our Language System
The Different Languages That Make Up Language
Language Levels
The Special Challenge of Language Production
Language and Its Ambassadorial Functions
Minds over Time: Keeping a Watchful Eye (or Ear) on Language as Children Age
Practical Considerations
6 Making Arrangements: Our Spatial and Sequential Ordering Systems
Sequential Ordering
Spatial Ordering
Spatial Versus Sequential Ordering: Which Would You Rather Be Good At?
Minds over Time: Keeping a Watchful Eye on Sequential and Spatial Ordering as Children Age
Practical Considerations
7 Mind over Muscle: Our Motor System
Forms of Motor Function
Minds over Time: Keeping a Watchful Eye on Motor Function as Children Age
Practical Considerations
8 Some Peeks at a Mind's Peaks: Our Higher Thinking System
Conceptual Thinking
Problem-Solving Thinking
Critical Thinking
Rule-Guided Thinking
Creative Thinking
The Role of Intuitive Thinking in Influencing All Forms of Higher Thinking
The Higher Thinking System and the Other Neurodevelopmental Systems
Minds over Time: Keeping a Watchful Eye on Higher Thinking as Children Age
Practical Considerations
9 Relating to Relating: Our Social Thinking System
The Big Three Social Missions
Social Functions and Dysfunctions
Are Some Kids Too Successful Socially?
Minds over Time: Keeping a Watchful Eye on Social Thinking as Children Age
Practical Considerations
10 When a Mind Falls Behind
Constructing Neurodevelopmental Profiles
Identifying the Breakdown Points
When Bad Things Happen to Good Profiles
Mining a Child's Precious Assets
Identifying and Understanding Emotional Complications
Hows Instead of Whys: Focusing on Identifying and Fixing the Breakdowns Instead of Their Causes
The Benefits and Dangers When a Child's Mind Is Tested
Roadblocks and Outcomes in Adulthood
11 Getting a Mind Realigned (but Not Redesigned)
Management by Profile
Accessing Special Services in School
The Use of Medication
Coaching and Mentoring
Raoul: An Example of a Child Who Was Managed by Profile
12 Raisin' Brain: Homes for All Kinds of Minds
Know Thy Child
Responding to Gaps
Fostering Strengths, Knacks, Talents, Intuitions, and Affinities
Trying Not to Harm
Supporting Education
Maintaining an Intellectual Life at Home
Fostering Optimism and a Positive View of the Future
13 The Right to Differ: Schools for All Kinds of Minds
Teachers: Their Roles and Their Training for Those Roles
Parents: Their Meaningful Involvement in a Child's Learning
Students: Learning About Learning and Learning About Their Kinds of Minds
Humane Schools: Protective and Nurturing Settings for All Kinds of Minds
Pathways: Greater Availability of Options for Success
The Educational Ambiance
Results
Neurodevelopmental Pluralism: A Mind at a Time as an Ethic
Helpful Readings and Other Resources
Index
eTextbooks and eChapters can be viewed by using the free reader listed below.
Be sure to check the format of the eTextbook/eChapter you purchase to know which reader you will need. After purchasing your eTextbook or eChapter, you will be emailed instructions on where and how to download your free reader.
Download Requirements:Due to the size of eTextbooks, a high-speed Internet connection (cable modem, DSL, LAN) is required for download stability and speed. Your connection can be wired or wireless.
Being online is not required for reading an eTextbook after successfully downloading it. You must only be connected to the Internet during the download process.
User Help:
Click Here to access the VitalSource Bookshelf FAQ
Digital Rights Management (DRM) Key
Copying - Books that cannot be copied will show "Not Allowed." Otherwise, this will detail the number of times it can be copied, or "Allowed with no limits."
Printing - Books that cannot be printed will show "Not Allowed." Otherwise, this will detail the number of times it can be printed, or "Allowed with no limits."
Expires - Books that have no expiration (the date upon which you will no longer be able to access your eBook) will read "No Expiration." Otherwise it will state the number of days from activation (the first time you actually read it).
Reading Aloud - Books enabled with the "text-to-speech" feature so that they can be read aloud will show "Allowed."
Sharing - Books that cannot be shared with other computers will show "Not Allowed."
Min. Software Version - This is the minimum software version needed to read this book.
Suitable Devices - Hardware known to be compatible with this book. Note: Reader software still needs to be installed.
