Description
Higher-order skills such as critical thinking, planning, decision-making and persistence are the key to success for today’s students. With its novel approach to teaching and learning, 12 Brain/Mind Learning Principles in Action has been the go-to resource for thousands of teachers in leading their students to greater confidence and achievement. Now in an expanded third edition, Caine et al. offer three practical approaches to instruction-direct, problem or project-based learning, and the guided experience approach-while providing common-sense strategies to turn theory into effective classroom teaching. Features of the new edition include More strategies to deeply engage students and build foundational learning skills Guidance on peer-based professional development through Process Learning Circles Reflective questions and checklists for assessing progress Updated, real-life examples that illustrate brain-compatible learning in action Bridge research to practice through these innovative strategies to create a school environment where students and faculty learn and thrive. 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 hasworked 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 herPhDfrom the University of Florida in educational psychology. Foreword to the Third Edition Preface Acknowledgments About the Authors 1. Getting Started PART I: The First Foundational Element–Relaxed Alertness 2. Why Relaxed Alertness Provides the Optimum Emotional Climate for Learning 3. Brain/Mind Learning Principle-Complex Learning Is Enhanced by Challenge and Inhibited by Threat, Helplessness, and Fatigue 4. Brain/Mind Learning Principle–The Brain/Mind Is Social 5. Brain/Mind Learning Principle–The Search for Meaning Is Innate 6. Brain/Mind Learning Principle–Emotions Are Critical to Patterning PART II: The Second Foundational Element–Orchestrated Immersion in Complex Experience 7. Creating the Richest Learning Environments Using Orchestrated Immersion in Complex Experience 8. Brain/Mind Learning Principle–The Brain/Mind Processes Parts and Wholes Simultaneously 9. Brain/Mind Learning Principle–All Learning Engages the Physiology 10. Brain/Mind Learning Principle–The Search for Meaning Occurs Through Patterning 11. Brain/Mind Learning Principle–Learning Is Developmental PART III: The Third Foundational Element–Active Processing of Experience 12. Helping Learners Digest and Consolidate Learning 13. Brain/Mind Learning Principle–Each Brain Is Uniquely Organized 14. Brain/Mind Learning Principle–There Are at Least Two Ways to Approach Memory 15. Brain/Mind Learning Principle–Learning Engages Both Focused Attention and Peripheral Perception 16. Brain/Mind Learning Principle–Learning Is Both Conscious and Unconscious 17. Teaching with Body/Mind Interconnectedness in Mind Resource A: The Brain/Mind Capacities Wheel Resource B: The Brain/Mind Principles Wheel Resource C: How to Develop Process Learning Circles Resource D: Guided Experiences Cycle Resource E: Guidelines for the Guided Experiences Model Resource F: Global Experiences Design Wheel Resource G: Sensory Poem References Index
