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| Foreword to the First Edition by Arthur L. Costa | |
| Preface to the Second Edition | |
| Acknowledgments | |
| About the Authors | |
| 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 | |
| Relaxed Alertness | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| Orchestrated Immersion | |
| 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 | |
| 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 | |
| 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 | |
| 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 Meaning Occurs Through Patterning | |
| Learning Is Developmental | |
| How Do We Know This? The Research That Supports This Principle | |
| Processing This Principle | |
| Taking It Into the Classroom | |
| The Fourth Foundational Skill for Orchestrated Immersion: Effective Assessment | |
| For the Empowering Leader | |
| Mastering the Vocabulary: Learning Is Developmental | |
| Active Processing | |
| How to Help Learners Digest and Consolidate Learning | |
| How Do We Know This? The Research That Supports This Principle | |
| Active Processing and the Instructional Approaches | |
| For the Empowering Leader | |
| Mastering the Vocabulary: How to Help Learners Digest and Consolidate Learning | |
| There Are at Least Two Approaches to Memory | |
| One Is to Store or Archive and the Other Is to Engage Multiple Memory Systems in Order to Make Sense of Experience | |
| How Do We Know This? The Research That Supports This Principle | |
| Memory and Decision Making | |
| Processing This Principle | |
| Taking It Into the Classroom | |
| The First Foundational Skill for Active Processing: The Effective Use of Questions | |
| For the Empowering Leader | |
| Mastering the Vocabulary: There Are at Least Two Approaches to Memory | |
| One Is to Store or Archive and the Other Is to Engage Multiple Memory Systems in Order to Make Sense of Experience | |
| Learning Engages Both Focused Attention and Peripheral Perception | |
| How Do We Know This? The Research That Supports This Principle | |
| Processing This Principle | |
| Taking It Into the Classroom | |
| The Second Foundational Skill for Active Processing: Capitalizing on Attention Through the Effective Use of Observation | |
| For the Empowering Leader | |
| Mastering the Vocabulary: Learning Engages Both Focused Attention and Peripheral Perception | |
| Learning Is Both Conscious and Unconscious | |
| How Do We Know This? The Research That Supports This Principle | |
| Processing This Principle | |
| Taking It Into the Classroom | |
| The Third Foundational Skill for Active Processing: Self-Regulation | |
| For the Empowering Leader | |
| Mastering the Vocabulary: Learning Is Both Conscious and Unconscious | |
| Each Brain Is Uniquely Organized | |
| How Do We Know This? The Research That Supports This Principle | |
| Processing This Principle | |
| Taking It Into the Classroom | |
| The Fourth Foundational Skill for Active Processing: Advanced Questioning | |
| For the Empowering Leader | |
| Mastering the Vocabulary: Each Brain in Uniquely Organized | |
| The Brain/Mind Principles Wheel | |
| The Brain/Mind Learning Capacities Wheel | |
| How to Develop Process Learning Circles | |
| Guided Experiences Presentation Cycle | |
| Guidelines for the Guided Experiences Model | |
| Global Experience Design Wheel | |
| Sensory Poem | |
| References | |
| Index | |
| Index | |
| Table of Contents provided by Ingram. All Rights Reserved. |
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