12 Brain/Mind Learning Principles in Action: Teach for the Development of Higher-Order Thinking and Executive Function

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9781483382722: 12 Brain/Mind Learning Principles in Action: Teach for the Development of Higher-Order Thinking and Executive Function
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Raise the bar with the best of what is known about how the brain/mind learns

 Higher-order skills such as critical thinking, planning, decision-making and persistence are the key to success for today’s students. Fully revised to respond to the Common Core and other timely developments, this indispensable guide builds the bridge from brain research to classroom practice. The updated third edition offers

  • 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 

Bridge research to practice through these innovative strategies to create a school environment where students and faculty learn and thrive.

 

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About the Author:

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.

Review:

"In today's education world of standardization and prescriptive narrow testing outcomes, this book reminds us as educators and leaders what it means to be human. The research and examples paint a clear picture of how we learn and provide a path towards student-centered-learning that reflects our intelligence and connectedness. Administrators and educators looking for innovative solutions and a means to meet students where they are, and then advance beyond, would be wise to adopt this third edition of 12 Brain/Mind Learning Principles in Action. I encourage schools to include this book in their professional development and learning community."--Angela Engel, Author of Seeds of Tomorrow: Solutions for Improving Our Children's Education

"12 Brain/Mind Learning Principles in Action is a treasure trove of thoughtful, heartfelt, and effective ideas that will empower brains to grow, minds to expand, and classrooms to thrive. In our present system good teaching is often a subversive act - use this as a manual for guerilla warfare." --Louis Cozolino, Professor of Psychology

"Building a bridge between brain/mind research and the traditional education system has been problematic for decades. This book provides that bridge, both to empower the minds of students and to enable teachers to free themselves from age-old practices. The research cited creates one bridge and the "guided experience" style of the book creates another bridge to utilization of the concepts. The authors understand how the brain works and have developed methods to create meaningful learning communities."--Ronald J Newell, EdD

"This book focuses on the fundamentals--how to use dialogue to help learners create, interpret, and apply knowledge; explore relationships; make critical decisions; think on their feet; and communicate more effectively."--Marion Brady, Teacher, Administrator, Author, Consultant

"It is my fondest hope that this book receives the attention it deserves from every segment of the educational community: teachers, administrators, teacher trainers, curriculum experts, learning psychologists, policy makers, politicians, parents, and prospective educators. It provides compelling evidence that the traditional paradigm of education, which emphasizes "factual" learning, above all is profoundly narrow and limiting. It brilliantly creates a linkage to the contemporary obsession with "standards" of various kinds where one exists to its occasional emphases on higher-order thinking and active learning. The volume, depth, and relevance of research the authors bring to the fore about effective and lasting models of teaching, learning, and leadership is impressive. May its brilliant and enlightening message once and for all replace the limited and limiting habits of mind that have legitimated educational policy and practice for centuries in the Western World."

--William Spady, Director

"In today's education world of standardization and prescriptive narrow testing outcomes, this book reminds us as educators and leaders what it means to be human. The research and examples paint a clear picture of how we learn and provide a path towards student-centered-learning that reflects our intelligence and connectedness. Administrators and educators looking for innovative solutions and a means to meet students where they are, and then advance beyond, would be wise to adopt this third edition of 12 Brain/Mind Learning Principles in Action. I encourage schools to include this book in their professional development and learning community."

--Angela Engel, Author of Seeds of Tomorrow: Solutions for Improving Our Children's Education

"12 Brain/Mind Learning Principles in Action is a treasure trove of thoughtful, heartfelt, and effective ideas that will empower brains to grow, minds to expand, and classrooms to thrive. In our present system good teaching is often a subversive act - use this as a manual for guerilla warfare."

--Louis Cozolino, Professor of Psychology

"Building a bridge between brain/mind research and the traditional education system has been problematic for decades. This book provides that bridge, both to empower the minds of students and to enable teachers to free themselves from age-old practices. The research cited creates one bridge and the "guided experience" style of the book creates another bridge to utilization of the concepts. The authors understand how the brain works and have developed methods to create meaningful learning communities."

--Ronald J Newell, EdD

"This book focuses on the fundamentals--how to use dialogue to help learners create, interpret, and apply knowledge; explore relationships; make critical decisions; think on their feet; and communicate more effectively."

--Marion Brady, Teacher, Administrator, Author, Consultant

"It is my fondest hope that this book receives the attention it deserves from every segment of the educational community: teachers, administrators, teacher trainers, curriculum experts, learning psychologists, policy makers, politicians, parents, and prospective educators. It provides compelling evidence that the traditional paradigm of education, which emphasizes "factual" learning, above all is profoundly narrow and limiting. It brilliantly creates a linkage to the contemporary obsession with "standards" of various kinds where one exists to its occasional emphases on higher-order thinking and active learning. The volume, depth, and relevance of research the authors bring to the fore about effective and lasting models of teaching, learning, and leadership is impressive. May its brilliant and enlightening message once and for all replace the limited and limiting habits of mind that have legitimated educational policy and practice for centuries in the Western World."

--William Spady, Director

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