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Introduction | |
The Nonlinear Dynamic Theory of Learning | p. 3 |
A New Theory | p. 3 |
Why Do We Need a New Theory of Learning? | p. 4 |
Beginning with Critical Thinking for Every Child | p. 5 |
Chaos Theory As a Window to the Learning Process | p. 7 |
Sensitive Dependence on Initial Conditions | p. 8 |
Iteration | p. 10 |
Self-Similarity (Fractals), Catastrophe Shelves, Density and Strange Attractors | p. 13 |
Summary | p. 18 |
Brain-Based Teaching Theory | p. 21 |
Each Brain Is Unique | p. 21 |
Brains Are Globally Stable but Locally Flexible, Incredibly Complex, Are Uniquely Shaped by Experiences, and Maintain Their Ability to Restructure Themselves throughout Life | p. 23 |
Emotions Are Critical to the Restructuring Process | p. 25 |
Brains Act to Create Meaning through a Process of Compare/Contrast and Patterning | p. 27 |
Brains Create Meaning within Contexts | p. 29 |
Summary | p. 31 |
Finding the Strange Attractor | p. 33 |
The Structure Underlying Chaos | p. 33 |
Graphing the Strange Attractor | p. 34 |
The Didactic Lesson | p. 37 |
A Random Discussion | p. 42 |
Summary | p. 47 |
Headfirst and on Purpose | p. 49 |
Over the Catastrophe Shelf | p. 49 |
The First Class | p. 50 |
The Second Class | p. 52 |
The Third Class | p. 56 |
Headfirst and on Purpose | p. 65 |
Summary | p. 71 |
Creating Chaos and Loving It | p. 73 |
Implications for Teachers | p. 73 |
Chaos Theory As a Window to the Learning Process | p. 74 |
What Is a Catastrophe Shelf and How Do We Get Students on One? | p. 78 |
Summary | p. 88 |
References | p. 89 |
Index | p. 91 |
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