![]() ![]() Brain/Mind Learning Principles in Actionby Renate Nummela Caine. Where do powerful questions come from? Those deep questions that drive some of us and determine a life's path? I didn't have the questions yet, not until much later, but even as a child I was observing or participating fully in learning. The 12 Brain/Mind Natural Learning Principles Expanded NLRI.ORG 1 12 Brain/Mind Natural. We have written in depth about these principles elsewhere. 12 brainmind learning principles in action developing executive functions of the human brain 2nd ed, 12 brainmind learning principles in action developing executive functions of the human brain 2nd ed PDF, Download 12. Get Instant Access to PDF Read Books 12 Brainmind Learning Principles In Action Developing Executive Functions Of The Human Brain 2nd Ed at our eBook Document Library. 3/3 12 Brainmind Learning Principles In Action Developing. PDF File: 12 Brain Mind Learning Principles In Action Developing Executive Functions Of The Human Brain 2nd Ed - PDF-1BMLPIADEFOTHB2E-25STRG-15 3/4. Related PDFs for 12 Brain Mind Learning Principles In Action Developing. 12 Brain Mind Learning Principles In Action - PDF-1BMLPIA14-FIUS7 PDF File 2/4 12 Brain Mind Learning Principles In Action INTRODUCTION This particular 12 Brain Mind Learning Principles In Action PDF start with Introduction. Get Instant Access to PDF Read Books 12 Brainmind Learning Principles In Action Developing Executive Functions Of The Human Brain at our eBook Document Library. 3/3 12 Brainmind Learning Principles In Action Developing. PDF File: 12 Brain Mind Learning Principles In Action - PDF-1BMLPIA14-IMRG7 2/4 12 Brain Mind Learning Principles In Action INTRODUCTION This particular 12 Brain Mind Learning Principles In Action PDF start with Introduction. My belief in myself and my ability to learn began with an exceptional teacher. She had a great deal of freedom because I grew up in Germany, which was just putting its educational system together after the war. She taught history by way of stories that intrigued us. She combined information and romance in order to capture our attention and young minds. She took us to the local museum where we could see a real Viking ship and look at the Viking mummy, which had been retrieved from the moors. ![]() Vikings often punished criminals by throwing them into the moors and watching them disappear. This was a horrible death, but to eight year- olds also terribly real and interesting. She took us on long hikes through meadows and woods and taught us about trees and where springs came from. No memory of that long ago is ever totally accurate. Today we know that the brain takes the reality of the past and weaves a tapestry that joins feelings, information and later adult experiences to create a memory that combines actual facts with what one might hope or wish to be true. What is clear however is that I learned something lasting. I learned that I was a good student and that learning is both exciting and something I love to do. And along with academics, I learned to sing, draw, hike and love nature. By going to the theater at a very early age (encouraged and often sponsored by the school) and performing in plays, I also learned to love theater and performance. In Marion Diamond's terms, I grew up in an enriched environment (Magic Trees of the Mind, 1. ![]() It is important not to generalize from my early experiences in Germany. I grew up at an unusual time, grew up in the country as opposed to a city, and had a truly exceptional teacher. Teachers like this are rare, but I believe that they exist everywhere. Once we arrived in the United States, my education in San Francisco was totally different. Each course had a textbook, and except for Chemistry, everything to be learned came out of that textbook. Each teacher stuck to one text, and only the questions at the back mattered. I can remember thinking how silly it was to answer questions when all I had to do is find the place where the sentence was written in the book. No one seemed to care what students thought or felt personally. To this day, I can understand students who are bored and disinterested in school. I spent my time in Junior High School reading great books by outstanding science fiction writers like Isaac Asimov and Robert Heinlein, while doing the minimum in order to get by in school. I tell this story not to chastise or criticize, but to demonstrate that I experienced two very different approaches to learning and that these differences have shaped my questions and my life. This time also held a personal experience that has shaped much of my beliefs and understandings to this day. Coming from another culture, particularly so close to adolescence was not only difficult, in many ways it was devastating. I can remember feeling awkward and angry and not knowing how to act. I did not like myself as I continually tried to fit in. To this day, I feel a special kinship with students whose parents emigrated from one country and culture to another. One day I came across a book in our home library – it said that human beings can change. I can still remember the joy I experienced as hope became real. I experienced a sense of freedom and choice as I went about examining my beliefs and behavior to see how I might like to change myself and why. Again, I did not know it at the time, but this experience turned out to be a great predictor of the spirit that would permeate my view of learning and my future work. In the book, 1. 2 Brain/Mind Learning Principles in Action, the underlying theme, that we can always become more, become more expert, and learn all our lives is spelled out in a very practical way. All four authors are committed to this belief. In terms of brain research, this view of what it means to learn finds support in the research on plasticity (the fact that neurons sprout dendritic connections or reorganize themselves on the basis of new learning). Once reaching college my mind began to fly again, particularly if a professor asked me what I thought or would decide to do, given certain facts or conditions. In particular, learning was more exciting when my ideas and answers were met with a respectful discussion or argument. Due to a number of circumstances, I became a teacher of German and History (I even taught English which finally taught me to spell and master grammar in both English and German) in Reno, Nevada (Jr. High) and New Orleans, Louisiana (High School). Being a German teacher helped me to understand the importance of knowing one's subject. I had a great advantage as a native speaker. But I also learned that how a teacher teaches their subject is critical. My students learned German in a hundred different ways, from singing German songs to writing and acting out fairy tales and stories. My students ranged from football players to future teachers, yet I expected everyone to participate and everyone did. They memorized using fun drills and games, and spoke and wrote as often as possible. The results were pretty spectacular, and when my students won 1st, 2nd, 4th and 6th in the statewide language contest, my classes became an overnight sensation. But there were those pesky questions again. How did life outside of my classroom impact my students? At this time I began to be very curious about the role of emotions in learning. What was happening in these student's lives that was so distracting? Why did my top student end up using drugs? Why did the counselor tell one of my most gifted learners that he must be cheating because his I. Q. Why were my students so dedicated to German, to me, and each other? How did having fun together seem to help everyone learn better? Most powerful of all, I began to look at how most of my colleagues taught and I felt out of place. Ultimately I had to understand more. To do so I enrolled in the College of Education at the University of Florida. Once again, fate put me in the very place I needed to be. It was the mid 7. I became a doctoral student during the last two years of a program headed by Dr. Arthur Combs, someone who has left a lasting and powerful impression on me, and thousands of educators. One could easily call Art Combs the father of Humanistic Education, but more importantly he introduced his students to something called phenomenology. Phenomenology introduced us to the great Gestalt theorists who had been trying to figure out how perception works. My studies fascinated me because they were beginning to address some of my questions about my former students and about learning. It was at this time that I became convinced that only a holistic perspective of students and teaching could truly address the many questions teachers and educators face every day. The need to return to the classroom on a regular basis was born here and I personally remain skeptical of research, no matter how exciting, that is not also applied and demonstrated to matter in that chaotic, real life world. Gestalt psychology suggests that everything comes together in the moment of action, and if we want to know why and how students are learning then we have to know how they are making sense of a situation – how they are relating to what is being learned. This was the very opposite of behaviorism, a theory that was also very popular at the time. Behaviorism taught that students would learn best if we rewarded them for it (I can still remember a woman in my class who was outraged because her little girl loved to learn but was suddenly given . Perceptual Psychology, as this field also became to be known, believed that people could change themselves through their own understanding and chosen actions, something that echoed the beliefs I had developed as an adolescent. My dissertation demonstrated that when teachers were trained using Dr. Thomas Gordon's Teacher Effectiveness Training (using . This proved something to me that I believe to this day and that permeates our new book, namely, that when teachers change what they actually do in the classroom, change in students follows. As a brand new professor at California State University, San Bernardino, I taught courses in Educational Psychology. I loved my subject and tried to make my lectures interesting. I had so much to tell! But unlike teaching German by creating learning experiences or taking students to places where the subject could be observed first hand, discussed or debated, I lectured. There was always so much to cover! After a few years I began to ask former students who were by then teachers, if they had translated any of the work by theorists we studied (Kohlberg, Erikson, Piaget) into classroom practices. They looked at me blankly. They hardly remembered the names of the theorists; let alone what they had said. My course and hard work had made no impact on their teaching. I simply had to understand why. It was at this time that a colleague and friend, Tennes Rosengren and I became interested in a book entitled The Hippocampus as a Cognitive Map by John O'Keefe and Lynn Nadel (1. The book was utterly and completely fascinating to us and we met at least once a week in order to . At this time also we became very interested in something called Optimal Learning and we joined a month long program headed by Ivan Barzakov and Pamela Rand in San Francisco. This turned out to be one of the most amazing teaching and learning experiences of my life. It required us to be very creative and we began to write poetry, do . Brain/Mind Learning Principles in Action. Foreword to the Third Edition. Preface. Acknowledgments. About the Authors. Getting Started. PART I: The First Foundational Element- -Relaxed Alertness. Why Relaxed Alertness Provides the Optimum Emotional Climate for Learning. Brain/Mind Learning Principle—Complex Learning Is Enhanced by Challenge and Inhibited by Threat, Helplessness, and Fatigue. Brain/Mind Learning Principle- -The Brain/Mind Is Social. Brain/Mind Learning Principle- -The Search for Meaning Is Innate. Brain/Mind Learning Principle- -Emotions Are Critical to Patterning. PART II: The Second Foundational Element- -Orchestrated Immersion in Complex Experience. Creating the Richest Learning Environments Using Orchestrated Immersion in Complex Experience. Brain/Mind Learning Principle- -The Brain/Mind Processes Parts and Wholes Simultaneously. Brain/Mind Learning Principle- -All Learning Engages the Physiology. Brain/Mind Learning Principle- -The Search for Meaning Occurs Through Patterning. Brain/Mind Learning Principle- -Learning Is Developmental. PART III: The Third Foundational Element- -Active Processing of Experience. Helping Learners Digest and Consolidate Learning. Brain/Mind Learning Principle- -Each Brain Is Uniquely Organized. Brain/Mind Learning Principle- -There Are at Least Two Ways to Approach Memory. Brain/Mind Learning Principle- -Learning Engages Both Focused Attention and Peripheral Perception. Brain/Mind Learning Principle- -Learning Is Both Conscious and Unconscious. 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.
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