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Preface | p. viii |
Acknowledgements | p. x |
About the Author | p. xi |
Introduction | p. xii |
Body and Emotional Connections | p. 1 |
Body-Mind Emotional Engagement | p. 1 |
Five Key Emotional States | p. 2 |
Safety | p. 3 |
Vesting | p. 6 |
Connection | p. 8 |
Alertness | p. 9 |
Hope | p. 10 |
Summary | p. 12 |
Feedback and Error Correction | p. 14 |
The Importance of Feedback | p. 14 |
A Case for Feedback Styles | p. 14 |
Using Feedback Types | p. 15 |
What Makes Feedback Work So Well? | p. 20 |
Summary | p. 22 |
Input-to-Output Ratio | p. 23 |
Who's Doing the Learning? | p. 23 |
The Truth About Time in Learning | p. 23 |
Mastery of Material Through Time | p. 24 |
The Brain's Perspective on Learning | p. 25 |
Limitations in Working Memory | p. 25 |
Consolidating the Learning | p. 25 |
Hippocampus Overload | p. 26 |
Cortical Limitations | p. 27 |
How Does the Need for Time Translate Into the School Day? | p. 29 |
The Importance of Rest Time | p. 30 |
Summary | p. 32 |
Elaboration for Depth | p. 33 |
What Is Elaboration? | p. 33 |
Preparation for Elaborative Learning | p. 34 |
Elaboration Categories | p. 34 |
The "How-to" of Elaboration | p. 35 |
Five Elaboration Strategies | p. 35 |
Elaboration Alternatives | p. 39 |
Summary | p. 40 |
Recall and Memory Management | p. 41 |
What Makes Purposeful Memory Encoding So Good? | p. 41 |
Six Approaches for Repetition to Get Memories Encoded | p. 42 |
Preexposure | p. 43 |
Priming | p. 44 |
Prior Knowledge Activation | p. 44 |
Postviewing | p. 45 |
Guided Practice | p. 46 |
Revision With Links | p. 46 |
Summary | p. 49 |
Content Coherence | p. 50 |
What Is Coherence? | p. 50 |
Texts With Coherence | p. 52 |
Teaching for Coherence | p. 53 |
Key Structural Knowledge | p. 54 |
Experiential Learning | p. 55 |
Semantic Support | p. 56 |
The Use of Models | p. 57 |
Summarizing and Discussion | p. 59 |
Sleeping on It | p. 59 |
Summary | p. 60 |
Environmental Management | p. 61 |
The Four Environmental Domains | p. 61 |
The Physical Environment | p. 64 |
How Do Environments Affect Us? | p. 64 |
The Social Environment | p. 66 |
Social Influences on Our Brains, Bodies, and Lives | p. 67 |
Positive Social Structures Work Miracles | p. 68 |
Independent Learners | p. 68 |
Classroom Dialogues to Build Social Structures | p. 68 |
Social Status Strategies in Motion | p. 69 |
The Academic Environment | p. 70 |
The Five Success Factors | p. 70 |
The Cultural Environment | p. 72 |
The Culture of Success Is All About Achievement | p. 73 |
The Counterculture of Success Is That of Disengagement From the System | p. 73 |
The Culture of Character Values Responsibility, Honesty, and Fairness | p. 73 |
The Counterculture to Character Is Rebellion | p. 73 |
The Culture of Respect Acknowledges That You Are Somebody | p. 74 |
The Counterculture Exists Where Students Disrespect Others | p. 74 |
Building Positive Cultures | p. 74 |
Summary | p. 77 |
Epilogue | p. 78 |
References | p. 82 |
Index | p. 95 |
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The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.