An edition of Teaching with the brain in mind
(1998)
Teaching with the brain in mind
by Eric Jensen
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Previews available in: English
Subjects
Education, Pedagogy, Neuroscience, Educational psychologyShowing 2 featured editions. View all 12 editions?
| Edition | Availability |
|---|---|
1
Teaching with the Brain in Mind
January 2005, Association for Supervision & Curriculum Deve
Hardcover
in English
- 2nd Edition, Revised and Updated
1416602658 9781416602651
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2
Teaching with the brain in mind
1998, Association for Supervision and Curriculum Development
in English
0871202999 9780871202994
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Book Details
Table of Contents
The new winds of change. Background and theory update on brain research, the state and direction of research today. Tools for learning about the brain. How to interpret the new brain research
The learning brain. Brain basics; the size, content, lobes, and basic operations. Key vocabulary. What is built in and what's not? How we actually learn and remember
Getting ready to learn. The developing brain. Getting students ready for school. Emotional readiness. Motor skill readiness. The role of threat, sleep, and nutrition. How we can influence parents
Enriched environments and the brain. How enrichment affects the brain. Two conditions for enrichment : challenge and feedback. The role of language, motor activity, music, and the arts. What really builds better brains
Getting the brain's attention. The biology of attention. Getting attention but not keeping it. The brain's high and low attention cycles. An ADD/ADHD update. Implications for classroom discipline
How stress and threat affect learning. What is stressful to the brain? How does stress affect students? How threats affect learning. What is learned helplessness? Reducing the impact of stress and threat
Motivation and Rewards. What's the new research on motivation? What causes temporary demotivation? What does brain research tell us about rewards? How can we boost intrinsic motivation
Emotions and Learning. The role of emotions in the thinking and learning process. Why use the more emotionally laced learning. Emotions vs. feelings differences. Specific strategies for emotional engagement
Movement and Learning. The mind-body link. What does research say about the links between movement and cognition? Physical states; how does our body actually learn? The specific roles for movement, arts, and P.E. Why movement makes sense
The Brain as a Meaning-Maker. The natural mechanisms of making meaning. Three ingredients for optimal learning. How to encourage these ingredients
Memory and Recall. Why don't students remember more? Exploding the memory myths. How to use the brain's best systems for retrieval. Making learning last.
Edition Notes
Includes bibliographical references (p. 119-125) and index.
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- Created April 1, 2008
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| March 1, 2025 | Edited by reshelved | correcting work attribution |
| March 7, 2023 | Edited by MARC Bot | import existing book |
| December 4, 2022 | Edited by ImportBot | import existing book |
| November 16, 2022 | Edited by MARC Bot | import existing book |
| April 1, 2008 | Created by an anonymous user | Imported from Scriblio MARC record |