12 Brain/mind Learning Principles in Action
Developing Executive Functions of the Human Brain
2nd Edition
Published on 1. August 2008
Book
Hardback
304 pages
978-1-4129-6106-6 (ISBN)
Description
This book offers practical, concrete techniques to enhance learning with brain-based classroom practices! This second edition of "12 Brain/Mind Learning Principles in Action" illustrates the authors' 12 organizing principles on how the brain learns and shows how to use that knowledge to help both teachers and students reach new performance levels. Linked to national teaching standards, this fieldbook builds the bridge from new brain research to classroom practice. For each of the 12 learning principles, educators will find: clear guidelines for teaching and learning; new methods to deeply engage students; reflective questions and checklists for assessing progress; and, instructions for building foundational learning skills.
Reviews / Votes
"Validates researchers' and educators' commitment to scholarly, research-driven practices that are proven in the field." -- Dorothy Lee Gottshall, Instructor 20080128 "An excellent resource for teachers striving to improve student achievement by focusing on how the brain learns. I will be able to reach more students and enable them to have deeper understandings than they would have had I not read this book. The information is timely and relevant, and the need for this information will not lessen as time goes by." -- Marcia Carlson, Sixth-Grade Teacher 20080128 "For those educators passionate about practicing their craft, this book provides a blueprint for deliberate, thoughtful, and engaging teaching strategies. It is a must for anyone concerned with the question of how to be more effective in the classroom." -- D. Allan Bruner, Science/Math Chair 20080129 "Brings back the importance of teachers and what they do every day. It was empowering to receive validation for the way I ran my classroom. This book is full of scenarios, significant points, questions to ask yourself, steps to take, and bridges to the practical." -- Pattie Thomas, School Improvement Specialist 20080131More details
Edition
2nd Revised edition
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Edition type
Revised edition
Illustrations
Illustrations
Dimensions
Height: 279 mm
Width: 203 mm
ISBN-13
978-1-4129-6106-6 (9781412961066)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Renate Nummela Caine | Carol Lynn McClintic | Geoffrey Caine
12 Brain/Mind Learning Principles in Action
Developing Executive Functions of the Human Brain
Book
07/2008
2nd Edition
Corwin Press Inc
€55.89
Article exhausted; check for reprint
Previous edition
Renate Nummela Caine | Geoffrey Caine | Carol Lynn McClintic
12 Brain/Mind Learning Principles in Action
The Fieldbook for Making Connections, Teaching, and the Human Brain
Book
01/2005
1st Edition
Corwin Press Inc
€95.52
Article exhausted; check for reprint
Persons
Renate Nummela Caine is a principal of Caine Learning LLC and consultant to districts, schools, teachers, administrators, and communities to implement brain-based learning. She is the senior author, with Geoffrey Caine, of the groundbreaking Making Connections: Teaching and the Human Brain. She has worked with countless educators in the U.S. and around the globe. Recently, Renate and Geoffrey Caine worked with a low-income, underachieving K-5 elementary school in California to help teachers design more innovative teaching strategies using the brain/mind learning principles and district standards. Caine is professor emeritus of education at California State University in San Bernardino, where she was also executive director of the Center for Research in Integrative Learning and Teaching. She has taught every level from kindergarten to university. She earned her PhD from the University of Florida in educational psychology. Karl Klimek is the Executive Orchestrator of the Square One Education Network, a nonprofit organization that incorporates brain/mind learning theory and practices in schools, with special focus on science, technology, engineering, and mathematics projects (www.squareonenetwork.org). He is lead author of Generative Leadership: Shaping New Futures for Today's Schools (2008, Corwin Press), co-author of 12 Brain-Mind Learning Principles in Action: Developing Executive Functions of the Human Brain (2004 / 2008, Corwin Press) and has taught in Washington, Wyoming, and Michigan at both the public school and university levels. His school administrative experience includes service as a principal and as assistant superintendent for curriculum and instruction in a suburban Detroit, Michigan district. Karl is President of 2 Perspectives: Learning Through Leadership (www.2perspectives.us.com) and has worked extensively in career and technology education developing state and federal programs. He is a Senior Associate of the Caine Learning Institute, Idyllwild, CA and is Board Vice President of the Natural Learning Research Institute. Karl received his undergraduate degree in education from Central Washington University and his master's in educational leadership from Eastern Michigan University. He is recognized for his practical and enthusiastic presentations as a speaker and project development/design facilitator. Carol Lynn McClintic is an educational leader with diverse experience as a teacher at numerous levels, including preschool, elementary, middle, high, and university. She is a master teacher (over eighteen student teachers, plus BITSA and peer coach), a mentor teacher, and a model teacher. She has led and co-led many workshops for her district, taught numerous education extension classes for teachers at local universities-including co-creating a certificate program for conflict resolution-been a coordinator for university and district grant programs, and consulted with Caine Learning since 1995, participating in workshops throughout the United States. McClintic has co-authored the book Wouldn't It Be Wonderful: A Guide to Teaching in the Twenty-first Century and co-written an article with Geoffrey and Renate Nummela Caine. She has received several awards and retired from active teaching in 2002 after thirty-five years. Geoffrey Caine, a director of Caine Learning LLC, is a learning consultant and process coach. Caine has been published extensively and is co-author of six books, including Making Connections: Teaching and the Human Brain. His work carries him throughout the United States and abroad. He works in the worlds of education, business, and government, where he capitalizes on his prior experiences as a professor of law, an education services manager of a national software company, a state manager of a national publishing company, and national director of the Mind/Brain Network of the American Society for Training and Development. He has given keynote addresses or made presentations to the Campaign for Learning in the United Kingdom, the World Conference on Education for All, the Eighth International Conference on Thinking, the Whole Schools Institute sponsored by the Mississippi Arts Commission, and numerous other national and regional organizations and associations. Caine's major interest is in how best to improve the ways in which people learn together. He directs his attention to the arts of deep listening, dwelling in the question, and processing experience for the lessons it has to offer.
Content
Foreword to the First Edition by Arthur L. Costa Preface to the Second Edition Acknowledgments About the Authors 1. 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 Part I. Relaxed Alertness 2. 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 3. 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 4. 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 5. 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 6. 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 Part II. Orchestrated Immersion 7. 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 8. 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 9. 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 10. 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 11. 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 Part III. Active Processing 12. 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 13. 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 14. 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 15. 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 16. 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 Resource A: The Brain/Mind Principles Wheel Resource B: The Brain/Mind Learning Capacities Wheel Resource C: How to Develop Process Learning Circles Resource D: Guided Experiences Presentation Cycle Resource E: Guidelines for the Guided Experiences Model Resource F: Global Experience Design Wheel Resource G: Sensory Poem References Index Index