12 Brain/Mind Learning Principles in Action; The Fieldbook for Making Connections, Teaching, and the Human Brain

by Caine, Renate; Caine, Geoffrey; McClintic, Carol; Klimek, Karl

• ISBN13: 9781412909846
• ISBN10: 1412909848
• Format: Paperback
• Copyright: 2005-01-03
• Publisher: Corwin Pr

Summary

This resource will introduce readers to the renowned 12 organizing principles for how the brain learns and explain how to use that knowledge for student learning.

Table of Contents

Foreword	xi
Preface	xii
About the Authors	xv
Getting Started	1	(14)
We Have to Begin With Learning	2	(1)
Learning Capacities	3	(1)
From Learning to Teaching: The Journey of This Book	4	(2)
What Are We After? Developing the Executive Functions	6	(4)
Scaffolding the Journey: Three Instructional Approaches	10	(2)
The Process That Makes It Real: How to Use This Book	12	(3)
Part I: Relaxed Alertness	15	(88)
Introduction to Relaxed Alertness	17	(12)
Relaxed Alertness Is a Psychophysiological State	18	(2)
Foundations of Relaxed Alertness	20	(3)
Executive Functions	23	(2)
What Can Educators Do?	25	(2)
The Transformational Administrator and the Process for Making It Real	27	(2)
The Development of Competence and Confidence Accompanied by Meaning or Purpose	29	(20)
How Do We Know This?	30	(4)
Processing This Principle	34	(6)
Taking It Into the Classroom	40	(2)
The First Foundational Skill for Relaxed Alertness: Ordered Sharing	42	(4)
The Transformational Administrator and the Process for Making It Real	46	(3)
How the Social Environment Contributes to Relaxed Alertness	49	(18)
How Do We Know This?	50	(4)
Processing This Principle	54	(4)
Taking It Into the Classroom	58	(2)
The Second Foundational Skill for Relaxed Alertness: Effective Listening and ``I'' Messages	60	(4)
The Transformational Administrator and the Process for Making It Real	64	(3)
How Meaning Contributes to a State of Relaxed Alertness	67	(18)
How Do We Know This?	68	(2)
Processing This Principle	70	(6)
Taking It Into the Classroom	76	(2)
The Third Foundational Skill for Relaxed Alertness: Process Meetings	78	(5)
The Transformational Administrator and the Process for Making It Real	83	(2)
Emotions and Patterning	85	(18)
How Do We Know This?	85	(3)
Processing This Principle	88	(6)
Taking It Into the Classroom	94	(2)
The Fourth Foundational Skill for Relaxed Alertness: Resolving Conflict	96	(4)
The Transformational Administrator and the Process for Making It Real	100	(3)
Part II: Orchestrated Immersion in Complex Experience	103	(74)
Introduction to Immersion in Complex Experience	105	(14)
How Do We Know This?	105	(3)
Processing This Principle	108	(4)
Taking It Into the Classroom	112	(4)
The Transformational Administrator and the Process for Making It Real	116	(3)
Seeing the Parts and Experiencing Wholeness	119	(14)
How Do We Know This?	120	(1)
Processing This Principle	121	(4)
Taking It Into the Classroom	125	(2)
The First Foundational Skill for Orchestrated Immersion: Designing Teacher-Orchestrated, Global Experiences	127	(3)
The Transformational Administrator and the Process for Making It Real	130	(3)
Engaging the Physiology in Learning	133	(16)
How Do We Know This?	134	(1)
Processing This Principle	135	(5)
Taking It Into the Classroom	140	(3)
The Second Foundational Skill for Orchestrated Immersion: Guiding Actor-Centered Learning	143	(4)
The Transformational Administrator and the Process for Making It Real	147	(2)
Engage the Learner's Capacity to Recognize and Master Essential Patterns	149	(14)
How Do We Know This?	150	(1)
Processing This Principle	151	(4)
Taking It Into the Classroom	155	(4)
The Third Foundational Skill for Orchestrated Immersion: Seeing and Teaching Patterns	159	(2)
The Transformational Administrator and the Process for Making It Real	161	(2)
Engaging and Assessing Developmental Steps and Shifts in Learning	163	(14)
How Do We Know This?	164	(3)
Processing This Principle	167	(2)
Taking It Into the Classroom	169	(3)
The Fourth Foundational Skill for Orchestrated Immersion: Effective Assessment	172	(3)
The Transformational Administrator and the Process for Making It Real	175	(2)
Part III: Active Processing	177	(60)
Introduction to Active Processing: The Art of Digesting Experience and Consolidating Learning	179	(8)
How Do We Know This?	180	(2)
Active Processing and the Instructional Approaches	182	(2)
The Transformational Administrator and the Process for Making It Real	184	(3)
How to Capitalize on Different Aspects of Memory	187	(12)
How Do We Know This?	188	(1)
Memory and Decision Making	188	(2)
Processing This Principle	190	(1)
Taking It Into the Classroom	191	(1)
The First Foundational Skill for Active Processing: The Effective Use of Questions	192	(6)
The Transformational Administrator and the Process for Making It Real	198	(1)
Powerful Learning Requires the Integration of Attention and Context	199	(14)
How Do We Know This?	200	(3)
Processing This Principle	203	(1)
Taking It Into the Classroom	204	(3)
The Second Foundational Skill for Active Processing: Capitalizing on Attention Through the Effective Use of Observation	207	(3)
The Transformational Administrator and the Process for Making It Real	210	(3)
Including the Conscious and Unconscious in Learning	213	(12)
How Do We Know This?	214	(2)
Processing This Principle	216	(1)
Taking It Into the Classroom	217	(2)
The Third Foundational Skill for Active Processing: Self-Regulation	219	(4)
The Transformational Administrator and the Process for Making It Real	223	(2)
Teaching to Unique Students	225	(12)
How Do We Know This?	225	(3)
Processing This Principle	228	(2)
Taking It Into the Classroom	230	(3)
The Fourth Foundational Skill for Active Processing: Advanced Questioning	233	(1)
The Transformational Administrator and the Process for Making It Real	234	(3)
Resource A: The Brain/Mind Principles Wheel	237	(1)
Resource B: The Brain/Mind Capacities Wheel	238	(1)
Resource C: How to Develop Learning Circles	239	(7)
Resource D: Guided Experiences Presentation Cycle	246	(3)
Resource E: Guidelines for the Guided Experiences Model	249	(1)
Resource F: Global Experience Design Wheel	250	(1)
References	251	(5)
Index	256