How the Brain Learns: A Classroom Teacher's Guide

by Sousa, David A.

• ISBN13: 9780882103013
• ISBN10: 0882103016
• Format: Paperback
• Copyright: 2000-09-01
• Publisher: Natl Assn of Secondary School

Summary

Years of research are collected in this guide to show you how the brain works, how memory operates, and what brain-based learning means. Discover cutting-edge insights into effective teaching and learning.

Table of Contents

Preface	xi
Introduction
The New Research	xiii
Implications for Teaching	xiv
Why This Book Can Help Improve Teaching and Learning	xiv
What Do You Already Know?	xvi
Your Current Knowledge of Brain Processing	xvi
Basic Brain Facts	1	(6)
Cerebrum	2	(1)
Hippocampus	2	(1)
Amygdala	3	(1)
Cerebellum	3	(1)
Brain Stem	3	(1)
Brain Cells	4	(3)
Neuron Development in Children	5	(1)
The Brain and the Mind	6	(1)
How the Brain Processes Information	7	(24)
The Information Processing Model	7	(3)
Origins of the Model	8	(1)
Usefulness of the Model	8	(1)
Limitations of the Model	8	(1)
Inadequacy of the Computer Model	9	(1)
The Model and Constructivism	9	(1)
The Senses	10	(1)
Perceptual Register	10	(1)
Short-Term Memory	11	(7)
Examples of Short-Term Memory at Work	12	(1)
Threats and Emotions Affect Memory Processing	13	(1)
Working Memory	13	(1)
Capacity	13	(2)
Time Limits	15	(1)
Criteria for Long-Term Storage	15	(1)
Relationship of Sense to Meaning	16	(1)
Meaning Is More Significant	17	(1)
Long-Term Storage	18	(2)
Long-Term Memory and Long-Term Storage	19	(1)
The Cognitive Belief System	19	(1)
Self-Concept	20	(11)
Self-Concept and Experiences	20	(1)
Accepting or Rejecting New Learning	20	(1)
Dealing with Self-Concept	21	(10)
Memory, Retention, and Learning	31	(36)
Memory Makes Us Unique	31	(3)
How Memory Forms	32	(1)
The Memory Trace	32	(1)
Persistance in Working and Long-Term Memories	33	(1)
Types of Long-Term Memory	34	(4)
Retention of Learning	35	(1)
Rehearsal	35	(1)
Time for Initial and Secondary Rehearsal	35	(1)
Rote and Elaborative Rehearsal	36	(1)
Retention During a Learning Episode	36	(1)
Primacy-Recency Effect	37	(1)
Implications for Teaching	38	(8)
Teach New Material First	38	(1)
Misuse of Prime Time	39	(1)
Retention Varies with Length of Teaching Episode	40	(2)
Retention Varies with Teaching Method	42	(2)
Retention Through Practice	44	(1)
Conditions for Successful Practice	44	(1)
Practice and Feedback	45	(1)
Practice Over Time	45	(1)
Intelligence and Retrieval	46	(21)
Intelligence	46	(1)
Working Definition of Intelligence	47	(1)
Retrieval	47	(2)
Chunking	49	(1)
Effect of Experience	49	(2)
Cramming	51	(1)
Forgetting	52	(1)
Confabulation	53	(14)
The Power of Transfer	67	(18)
What Is Transfer?	67	(4)
Positive and Negative Transfer	68	(1)
Transfer and Meaning	69	(1)
Transfer in the Curriculum	69	(1)
Transfer in the Classroom	70	(1)
Transfer Provoked by Environment	70	(1)
Example of Transfer in an English Class	71	(1)
Factors Affecting Transfer	71	(4)
Similarity	72	(1)
Critical Attributes	73	(1)
Association	74	(1)
Context and Degree of Original Learning	75	(1)
Teaching for Transfer	75	(10)
Transfer from Past to Present	76	(1)
Transfer from Present to Future	76	(1)
Complexity of the Link Between Learnings	77	(1)
Transfer and Constructivism	78	(7)
Left/Right Brain Processing: What's All The Fuss About?	85	(24)
Left and Right Hemisphere Processing	86	(5)
Hemispheric Dominance	87	(1)
Examples of Dominance	87	(2)
Testing Your Own Hemispheric Dominance	89	(2)
Cautions About Hemispheric Dominance	91	(1)
Specialization of the Hemispheres	91	(1)
The Myths About Hemispheric Dominance	91	(2)
The Gender Connection	92	(1)
Schools and Hemispheric Dominance	93	(16)
Left Hemisphere Schools?	93	(1)
Mathematics Anxiety	94	(1)
Learning Science	94	(1)
Learning a Second Language	95	(1)
Imagery	95	(1)
Developing Strategies for Hemisphericity	96	(13)
Thinking Skills and Learning	109	(20)
The Thinking Brain	109	(2)
Characteristics of Human Thinking	109	(1)
Types of Thinking	110	(1)
Thinking as a Representational System	110	(1)
Thinking and Emotion	111	(1)
Can Thinking Be Taught?	111	(2)
Schools Demand Little Complex Thinking	112	(1)
The Dimensions of Human Thinking	113	(1)
Designing Models	113	(1)
Revisiting Bloom's Taxonomy of the Cognitive Domain	114	(15)
Why This Model?	114	(1)
The Model's Structure	115	(1)
Knowledge	115	(1)
Comprehension	115	(1)
Application	116	(1)
Analysis	116	(1)
Synthesis	116	(2)
Evaluation	118	(1)
Important Characteristics of the Model	118	(1)
Testing Your Comprehension of the Taxonomy	118	(1)
The Taxonomy and the Dimensions of Thinking	119	(2)
The Critical Difference Between Complexity and Difficulty	121	(1)
Connecting Complexity and Difficulty to Ability	121	(2)
The Taxonomy and Constructivism	123	(1)
Curriculum Changes To Accommodate the Taxonomy	123	(1)
Other Thinking Skills Programs	123	(6)
Putting It All Together: Planning For Today and Tomorrow	129	(8)
Considerations for Daily Planning	129	(3)
General Guidelines	129	(1)
Lesson Design	130	(1)
Twenty Questions To Ask During Planning	131	(1)
Maintaining Skills for the Future	132	(1)
Building Principal's Role	132	(1)
Types of Support Systems	132	(1)
Conclusion	133	(4)
Glossary	137	(2)
Bibliography	139