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Brain-based learning : the new paradigm of teaching Cover Image Book Book

Brain-based learning : the new paradigm of teaching

Jensen, Eric 1950- (Author). Jensen, Eric 1950- Brain-based learning & teaching. (Added Author).

Summary: This book combines research from neuroscience, biology and psychology to look at the relationship between learning and the brain. Information on the impact of physiological effects, sensory stimuli, and emotions on learning are included. And the application of this information to teaching is outlined.

Record details

  • ISBN: 9781412962551 (cloth : acid-free paper)
  • ISBN: 9781412962568 (pbk. : acid-free paper)
  • Physical Description: print
    xvi, 266 p. : ill. ; 26 cm.
  • Edition: 2nd ed.
  • Publisher: Thousand Oaks, CA. : Corwin Press, c2008.

Content descriptions

General Note:
Previously published under title: Brain-based learning & teaching
Bibliography, etc. Note: Includes bibliographical references (p. 251-258) and index.
Target Audience Note:
Reading level: Independent (Gr 8+).

Search for related items by subject

Subject: Learning, Psychology of
Brain
Teaching -- Psychological aspects
Learning theory
Learning psychology
Instructional strategies

Available copies

  • 2 of 2 copies available at Decoda Literacy Library.

Holds

  • 0 current holds with 2 total copies.
Show Only Available Copies
Location Call Number / Copy Notes Barcode Shelving Location Holdable? Status Due Date
Decoda Literacy Library 370.1523 J46 2008 (Text) 35410000015511 General Collection Volume hold Available -
Decoda Literacy Library 370.1523 J46 2008 c.2 (Text) 35410000015529 General Collection Volume hold Available -
► Summaries & More
▼ Additional Content
Preface xii
Acknowledgments xv
About the Author xvi
Part 1 Fundamentals of Brain-Based Learning
1(30)
What Is Brain-Based Learning?
2(6)
Where did Brain-Based Education Come From?
3(5)
Defining Brain-Based Learning
4(1)
Is Our Old Paradigm Outdated?
5(1)
Survival of the Fittest
5(1)
Determined Behaviorist
6(1)
Brain-Based Naturalist
6(1)
Giving the Brain an Appropriate Model Environment
6(2)
How Your Student's Brain Learns
8(10)
How the Brain Learns
9(1)
Routing Information Through the Brain
9(1)
Basic Anatomy of the Brain
10(7)
Cells of the Central Nervous System
11(1)
Glial Cells
12(1)
Neurons
13(2)
Divisions and Functions of the Brain
15(1)
Brain Stem
15(1)
Cerebellum
15(1)
Diencephalon
16(1)
Cerebrum
16(1)
The Micro Level of Learning
17(1)
Brain Dominance in Learning
18(5)
Relative Lateralization
19(4)
The Paradox of Left-Brain Creativity
20(2)
The Paradox of Right-Brain Logic
22(1)
Rhythms of the Brain
23(8)
The When Is As Important as the What and Why
24(3)
Attentional Cycle
25(1)
Ultradian Rhythm
26(1)
Dual Cycles Run the Learning Brain
27(4)
The ``Pulse'' Style of Learning Is Best for the Brain
27(4)
Part 2 Physiological Effects On Learning
31(22)
Biological Differences in Learning
32(5)
It's Not the Brain Size That Counts...
33(4)
Functional Differences
33(2)
Hearing
35(1)
Vision
35(1)
Touch
35(1)
Activity
35(1)
Smell and Taste
35(1)
Problem Solving
36(1)
The Impact of Physical Movement on the Brain
37(5)
Physical Education and Learning
38(4)
Benefits of Exercise on the Brain
38(1)
Growing Up Active
39(1)
Sensorimotor Integration in Kids
40(1)
The Chemistry of Physical Activity
41(1)
Stress and Threat
42(11)
Types of Stress
43(7)
The Brain in Distress
43(2)
The Distressed Learner
45(3)
Reactions to Threats
48(1)
Putting an End to Threats
49(1)
How Relaxation Affects Learning
50(3)
The Importance of Rest
50(1)
Energizer Ideas
51(2)
Part 3 Sensory Contributions to Learning
53(42)
The Role of Sight in Learning
54(6)
Sight's Impact on the Learning Process
55(5)
Color in the Environment
55(1)
Concrete Vivid Images
56(1)
The Impact of Peripherals
57(1)
Light in the Environment
57(1)
Seasons Can Impact Learning
58(2)
The Role of Touch in Learning
60(3)
School Environments and Cognition
61(1)
Learning Hurt by Bad Environments
61(1)
Brain-Friendly Environmental Changes
62(1)
The Role of Taste in Learning
63(7)
Nutrition and Learning
64(6)
The Importance of Vitamins
64(1)
Nutrition Tips for Teachers
65(1)
Dehydration Hurts Learning
66(1)
Hydration's Importance to the Mind
66(1)
About Hydration
67(1)
Action Steps
68(1)
The Final Word
69(1)
The Roles of Smell and Acoustics in Learning
70(11)
Create an Optimal Environment for Learning
71(2)
Aromas May Boost Attention and Learning
72(1)
Impact of Negative Ionization
73(1)
The Role of Acoustics in Learning
73(8)
Music's Effects on the Mind-Body
74(2)
Incorporating Music in the Classroom
76(2)
Beneficial Music Selections
78(1)
Music as a Carrier to the Nonconscious
79(2)
The Role of Emotions in Learning
81(14)
The New Paradigm: ``Emotional Logic''
82(2)
The Chemistry of Emotion
83(1)
Are Feelings and Emotions the Same?
84(1)
Dissecting an Emotion
84(11)
The Amazing Amygdala
85(1)
Hot Buttons and the Amygdala
86(2)
Emotions as Mind-Body States
88(1)
Outlets for Expression
89(1)
The Thinking Tool of Emotions
89(3)
Learning Has to Feel Right
92(3)
Part 4 Neuroscientific Perspective On Teaching and Learning
95(92)
Teacher Communication
96(10)
A Teacher's Influence on a Classroom
97(5)
Teacher Authority and Credibility
99(1)
Teacher Congruency
100(1)
Teacher Appearance
101(1)
Tight Teacher Control
101(1)
Learner Expectations
102(4)
Altering Learner Behavior
103(1)
Generally More Effective Communication Methods
103(1)
Generally Less Effective Communication Methods
104(1)
Forced Silence and Class Inactivity
104(1)
The Climate Can Be Highly Active
105(1)
The Nonconscious Learning Climate
106(7)
Some Learning Is Automatic
107(6)
The Power of Nonconscious Learning
107(1)
More on ``Suggestion''
108(2)
Teaching Tips for Optimizing Nonconscious Learning
110(3)
Motivation and Rewards
113(20)
Learned Helplessness
114(4)
Changes in the Brain
115(1)
Conditions and Constraints
115(1)
Unlearning Learned Helplessness
116(1)
Excessive Praise Is Detrimental
117(1)
Motivation and Rewards
118(9)
Rewards and the Human Brain
120(1)
The Detrimental Effects of Rewards
121(1)
Strategies for Eliciting Intrinsic Motivation
122(3)
Rewarded Actions Lose Appeal
125(1)
Should You Ever Use Rewards?
125(2)
Alternatives for Bribery and Rewards
127(2)
What the Reward Proponents Say
127(1)
Replacing Rewards With Learning
128(1)
Goal Setting Increases Performance
129(4)
Personal Agency Beliefs
129(2)
Previsualization Boosts Learning
131(1)
Inspiring Optimal Motivation
131(2)
Attention and Survival Value
133(8)
Making Meaning
134(7)
Attention Shifts
135(1)
Optimal State for Learning
135(1)
The Best State for Learning
136(1)
Matching Challenge and Mastery
136(1)
What Brain Waves Can Tell Us
137(4)
Teaching How to Think
141(13)
What Exactly Is Thinking, Anyway?
142(3)
Factors That Influence Thinking
142(1)
Environment
143(1)
Will/Volition
143(1)
Life Experience
144(1)
Genes
144(1)
Life Choices
144(1)
Teaching Thinking
145(9)
Brain Activated by Problem Solving
147(1)
Eye Movements and Thinking
148(2)
The Use of Creative Problem Solving
150(1)
Problem-Solving Strategies
151(1)
The Role of Intuition in the Thinking Process
151(3)
Memory and Creating Patterns of Meaning
154(23)
How Memory Works
155(12)
Where Memories Live
156(2)
Long-Term Potentiation: What Is It?
158(1)
Chemicals Impact Memory
158(1)
Memory Is State Dependent
159(2)
The Role of Glucose in Memory Formation
161(1)
Sleep Time's Effect on Memory
161(2)
Memory Pathways
163(1)
Engaging Multiple Memory Pathways
164(1)
Other Influences on Recall
165(1)
The BEM Principle
165(2)
Study Skills Mastery
167(10)
Importance of Pre-exposure
168(1)
Mind Mapping
168(1)
How Mind Mapping Aids Learning
169(1)
Stages of Optimal Learning
170(1)
Acquisition
171(1)
Elaboration
172(1)
Memory Formation
173(1)
New Learning Maps
174(3)
Meaning Making
177(10)
Types of Meaning
178(9)
What Triggers a Sense of Meaning?
180(1)
Relevance
180(1)
Emotions
181(1)
Context
182(3)
Role-Plays and Games Enhance Meaning
185(1)
Framing Enhances Meaning
186(1)
Part 5 Brain-Compatible Classrooms
187(64)
Enriching the Brain
188(12)
Growing a ``Better'' Brain
189(3)
A Biological Look at Enrichment
190(2)
Human Neurogenesis Is Possible
192(1)
The Keys to Enrichment
192(4)
Novel Learning
192(3)
Feedback Spurs Learning
195(1)
Activating More of the Brain
196(1)
What Have We Learned?
196(4)
How Much Enrichment?
197(1)
Changing the Brain---On Purpose!
198(1)
Enriching the Environment
199(1)
Curriculum in a Brain-Compatible Classroom
200(24)
Curriculum With the Brain in Mind
203(7)
Brain-Compatible Curriculum
203(1)
Social Fluency
203(2)
Personal Development
205(1)
Artistic Expression
206(2)
Information Literacy
208(1)
Scientific Inquiry
209(1)
Planning With the Brain in Mind
210(11)
Immersion-Style, Multipath Learning
211(3)
Brain-Based Planning Strategies
214(1)
The Seven Stages of Brain-Based Planning
215(3)
Integrating Brain-Based Learning in the Classroom
218(1)
Pre-Exposure and Priming
218(1)
Sufficient Time for Learning
218(1)
Low or No Threat
218(1)
Prep for Final Performance
218(1)
High Engagement
218(1)
Positive Emotional Engagement
219(1)
Learner Choice
219(1)
Moderate to High Challenge
219(1)
Strong Peer Support
219(1)
Mastery Goals
219(1)
Sufficient Nonlearning Time
220(1)
Balancing Novelty and Predictability
220(1)
Safe for Taking Risks
220(1)
Moderate Stress
220(1)
Alternating Low to High Energy
220(1)
Multimodal Input
221(1)
Frequent Feedback
221(1)
Celebrate the Learning
221(1)
Environment With the Brain in Mind
221(3)
Strategies for Achieving a Brain-Based Environment
221(1)
Acknowledgment of Value
221(1)
Everyone Feels Cared For
222(1)
Freedom of Expression
222(1)
Encourage Affilation
222(1)
Accountability
222(1)
Hope of Success
222(1)
Orchestrated Common Experiences
222(1)
Physically Safe Environment
222(1)
Trust of Others
223(1)
Consistency of Structure
223(1)
Assessment With the Brain in Mind
224(17)
Assessment Styles Not Working
225(4)
Mistakes in the Evaluation Process
226(1)
Pushing for Higher Standards Without the Necessary Resources
226(1)
Lockstep Testing Ignores Brain Development
227(1)
Short-Term Testing Ignores How the Brain Learns
228(1)
Most Testing Ignores Building-Block Learning
228(1)
Most Testing Ignores Real-World Applications
229(1)
Overview of Brain-Based Assessment
229(8)
Authentic Assessment
230(1)
Content
230(2)
Emotions
232(1)
Context
232(1)
Processing
233(1)
Embodiment
233(1)
Ideas for Assessing Authentic Learning
233(4)
Focusing on Feedback
237(4)
Improving Test Scores
239(1)
Tips for Boosting Test Scores
239(2)
Brain-Based Reform
241(10)
Hallmarks of Brain-Based Reform
242(7)
Ways of Improving Student Achievement
242(1)
Environmental Control for Learner Achievement
243(1)
Fatal Paths to Avoid
244(1)
Include the Brain in the Reform
244(2)
Seven Steps to Transforming Your School Into a Learning Organization
246(3)
Assessing the Learning Community
249(2)
Becoming a Local Expert
250(1)
References 251(8)
Index 259

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