Holdings: Brain-based learning

Brain-based learning: the new paradigm of teaching

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Bibliographic Details
Main Author:	Jensen, Eric (Author)
Format:	Book
Language:	English
Published:	Thousand Oaks Corwin Press 2008
Edition:	2. ed.
Subjects:	Learning, Psychology of Brain Teaching Lernpsychologie
Online Access:	Inhaltsverzeichnis
Physical Description:	XVI, 266 S. Ill.
ISBN:	9781412962551 9781412962568

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adam_text	Contents Preface xii Acknowledgments xv About the Author xvi PART 1 FUNDAMENTALS OF BRAIN-BASED LEARNING 1 1. What Is Brain-Based Learning? 2 Where Did Brain-Based Education Come From? 3 Defining Brain-Based Learning 4 Is Our Old Paradigm Outdated? 5 Survival of the Fittest 5 Determined Behaviorist 6 Brain-Based Naturalist 6 Giving the Brain an Appropriate Model Environment 6 2. How Your Student s Brain Learns 8 How the Brain Learns 9 Routing Information Through the Brain 9 Basic Anatomy of the Brain 10 Cells of the Central Nervous System 11 Glial Cells 12 Neurons 13 Divisions and Functions of the Brain 15 Brain Stem 15 Cerebellum 15 Diencephalon 16 Cerebrum 16 The Micro Level of Learning 17 3. Brain Dominance in Learning 18 Relative Lateralization 19 The Paradox of Left-Brain Creativity 20 The Paradox of Right-Brain Logic 22 4. Rhythms of the Brain 23 The When Is As Important As the What and Why 24 Attentional Cycle 25 Ultradian Khythm 26 Dual Cycles Run the Learning Brain 27 The Pulse Style of Learning Is Best for the Brain 27 PART 2 PHYSIOLOGICAL EFFECTS ON LEARNING 31 5. Biological Differences in Learning 32 It s Not the Brain Size That Counts ... 33 Functional Differences 33 Hearing 35 Vision 35 Touch 35 Activity 35 Smell and Taste 35 Problem Solving 36 6. The Impact of Physical Movement on the Brain 37 Physical Education and Learning 38 Benefits of Exercise on the Brain 38 Growing Up Active 39 Sensorimotor Integration in Bads 40 The Chemistry of Physical Activity 41 7. Stress and Threat 42 Types of Stress 43 The Brain in Distress 43 The Distressed Learner 45 Reactions to Threats 48 Putting an End to Threats 49 How Relaxation Affects Learning 50 The Importance of Rest 50 Energizer Ideas 51 PART 3 SENSORY CONTRIBUTIONS TO LEARNING 53 8. The Role of Sight in Learning 54 Sight s Impact on the Learning Process 55 Color in the Environment 55 Concrete Vivid Images 56 The Impact of Peripherals 57 Light in the Environment 57 Seasons Can Impact Learning 58 9. The Role of Touch in Learning 60 School Environments and Cognition 61 Learning Hurt by Bad Environments 61 Brain-Friendly Environmental Changes 62 10. The Role of Taste in Learning 63 Nutrition and Learning 64 The Importance of Vitamins 64 Nutrition Tips for Teachers 65 Dehydration Hurts Learning 66 Hydration s Importance to the Mind 66 About Hydration 67 Action Steps 68 The Final Word 69 11. The Roles of Smell and Acoustics in Learning 70 Create an Optimal Environment for Learning 71 Aromas May Boost Attention and Learning 72 Impact of Negative Ionization 73 The Role of Acoustics in Learning 73 Music s Effects on the Mind-Body 74 Incorporating Music in the Classroom 76 Beneficial Music Selections 78 Music as a Carrier to the Nonconscious 79 12. The Role of Emotions in Learning 81 The New Paradigm: Emotional Logic 82 The Chemistry of Emotion 83 Are Feelings and Emotions the Same? 84 Dissecting an Emotion 84 The Amazing Amygdala 85 Hot Buttons and the Amygdala 86 Emotions as Mind-Body States 88 Outlets for Expression 89 The Thinking Tool of Emotions 89 Learning Has to Feel Right 92 PART 4 NEUROSCIENTIFIC PERSPECTIVE ON TEACHING AND LEARNING 95 13. Teacher Communication 96 A Teacher s Influence on a Classroom 97 Teacher Authority and Credibility 99 Teacher Congruency 100 Teacher Appearance 101 Tight Teacher Control 101 Learner Expectations 102 Altering Learner Behavior 103 Generally More Effective Communication Methods 103 Generally Less Effective Communication Methods 104 Forced Silence and Class Inactivity 104 The Climate Can Be Highly Active 105 14. The Nonconscious Learning Climate 106 Some Learning Is Automatic 107 The Power of Nonconscious Learning 107 More on Suggestion 108 Teaching Tips for Optimizing Nonconscious Learning 110 15. Motivation and Rewards 113 Learned Helplessness 114 Changes in the Brain 115 Conditions and Constraints 115 Unlearning Learned Helplessness 116 Excessive Praise Is Detrimental 117 Motivation and Rewards 118 Rewards and the Human Brain 120 The Detrimental Effects of Rewards 121 Strategies for Eliciting Intrinsic Motivation 122 Rewarded Actions Lose Appeal 125 Should You Ever Use Rewards? 126 Alternatives for Bribery and Rewards 127 What the Reward Proponents Say 127 Replacing Rewards With Learning 128 Goal Setting Increases Performance 129 Personal Agency Beliefs 129 Previsualization Boosts Learning 131 Inspiring Optimal Motivation 131 16. Attention and Survival Value 133 Making Meaning 134 Attention Shifts 135 Optimal State for Learning 135 The Best State for Learning 136 Matching Challenge and Mastery 136 What Brain Waves Can Tell Us 137 17. Teaching How to Think 141 What Exactly Is Thinking, Anyway? 142 Factors That Influence Thinking 142 Environment 143 Will/Volition 143 Life Experience 144 Genes 144 Life Choices 144 Teaching Thinking 145 Brain Activated by Problem Solving 147 Eye Movements and Thinking 148 The Use of Creative Problem Solving 150 Problem-Solving Strategies 151 The Role of Intuition in the Thinking Process 151 18. Memory and Creating Patterns of Meaning 154 How Memory Works 155 Where Memories Live 156 Long-Term Potentiation: What Is It? 158 Chemicals Impact Memory 158 Memory Is State Dependent 159 The Role of Glucose in Memory Formation 161 Sleep Time s Effect on Memory 161 Memory Pathways 163 Engaging Multiple Memory Pathways 164 Other Influences on Recall 165 The BEM Principle 165 Study Skills Mastery 167 Importance of Pre-exposure 168 Mind Mapping 168 How Mind Mapping Aids Learning 169 Stages of Optimal Learning 170 Acquisition 171 Elaboration 172 Memory Formation 173 New Learning Maps 174 19. Meaning Making 177 Types of Meaning 178 What Triggers a Sense of Meaning? 180 Relevance 180 Emotions 181 Context 182 Role-Plays and Games Enhance Meaning 185 Framing Enhances Meaning 186 PART 5 BRAIN-COMPATIBLE CLASSROOMS 187 20. Enriching the Brain 188 Growing a Better Brain 189 A Biological Look at Enrichment 190 Human Neurogenesis Is Possible 192 The Keys to Enrichment 192 Novel Learning 192 Feedback Spurs Learning 195 Activating More of the Brain 196 What Have We Learned? 196 How Much Enrichment? 197 Changing the Brain — On Purpose! 198 Enriching the Environment 199 21. Curriculum in a Brain-Compatible Classroom 200 Curriculum With the Brain in Mind 203 Brain-Compatible Curriculum 203 Social Fluency 203 Personal Development 205 Artistic Expression 206 Information Literacy 208 Scientific Inquiry 209 Planning With the Brain in Mind 210 Immersion-Style, Multipath Learning 211 Brain-Based Planning Strategies 214 The Seven Stages of Brain-Based Planning 215 Integrating Brain-Based Learning in the Classroom 218 Pre-Exposure and Priming 218 Sufficient Time for Learning 218 Low or No Threat 218 Prep for Final Performance 218 High Engagement 218 Positive Emotional Engagement 219 Learner Choice 219 Moderate to High Challenge 219 Strong Peer Support 219 Mastery Goals 219 Sufficient Nonlearning Time 220 Balancing Novelty and Predictability 220 Safe for Taking Risks 220 Moderate Stress 220 Alternating Low to High Energy 220 Multimodal Input 221 Frequent Feedback 221 Celebrate the Learning 221 Environment With the Brain in Mind 221 Strategies for Achieving a Brain-Based Environment 221 Acknowledgment of Value 221 Everyone Feels Cared For 222 Freedom of Expression 222 Encourage Affiliation 222 Accountability 222 Hope of Success 222 Orchestrated Common Experiences 222 Physically Safe Environment 222 Trust of Others 223 Consistency of Structure 223 22. Assessment With the Brain in Mind 224 Assessment Styles Not Working 225 Mistakes in the Evaluation Process 226 Mistake #1: Pushing for Higher Standards Without the Necessary Resources 226 Mistake #2: Lockstep Testing Ignores Brain Development 227 Mistake #3: Short-Term Testing Ignores How the Brain Learns 228 Mistake #4: Most Testing Ignores Building-Block Learning 228 Mistake #5: Most Testing Ignores Real-World Applications 229 Overview of Brain-Based Assessment 229 Authentic Assessment 230 Content 230 Emotions 232 Context 232 Processing 233 Embodiment 233 Ideas for Assessing Authentic Learning 233 Focusing on Feedback 237 Improving Test Scores 239 Tips for Boosting Test Scores 239 23. Brain-Based Reform 241 Hallmarks of Brain-Based Reform 242 Ways of Improving Student Achievement 242 Environmental Control for Learner Achievement 243 Fatal Paths to Avoid 244 Include the Brain in the Reform 244 Seven Steps to Transforming Your School Into a Learning Organization 246 Assessing the Learning Community 249 Becoming a Local Expert 250 References 251 Index 259
adam_txt	Contents Preface xii Acknowledgments xv About the Author xvi PART 1 FUNDAMENTALS OF BRAIN-BASED LEARNING 1 1. What Is Brain-Based Learning? 2 Where Did Brain-Based Education Come From? 3 Defining Brain-Based Learning 4 Is Our Old Paradigm Outdated? 5 Survival of the Fittest 5 Determined Behaviorist 6 Brain-Based Naturalist 6 Giving the Brain an Appropriate Model Environment 6 2. How Your Student's Brain Learns 8 How the Brain Learns 9 Routing Information Through the Brain 9 Basic Anatomy of the Brain 10 Cells of the Central Nervous System 11 Glial Cells 12 Neurons 13 Divisions and Functions of the Brain 15 Brain Stem 15 Cerebellum 15 Diencephalon 16 Cerebrum 16 The Micro Level of Learning 17 3. Brain Dominance in Learning 18 Relative Lateralization 19 The Paradox of Left-Brain Creativity 20 The Paradox of Right-Brain Logic 22 4. Rhythms of the Brain 23 The When Is As Important As the What and Why 24 Attentional Cycle 25 Ultradian Khythm 26 Dual Cycles Run the Learning Brain 27 The "Pulse" Style of Learning Is Best for the Brain 27 PART 2 PHYSIOLOGICAL EFFECTS ON LEARNING 31 5. Biological Differences in Learning 32 It's Not the Brain Size That Counts . 33 Functional Differences 33 Hearing 35 Vision 35 Touch 35 Activity 35 Smell and Taste 35 Problem Solving 36 6. The Impact of Physical Movement on the Brain 37 Physical Education and Learning 38 Benefits of Exercise on the Brain 38 Growing Up Active 39 Sensorimotor Integration in Bads 40 The Chemistry of Physical Activity 41 7. Stress and Threat 42 Types of Stress 43 The Brain in Distress 43 The Distressed Learner 45 Reactions to Threats 48 Putting an End to Threats 49 How Relaxation Affects Learning 50 The Importance of Rest 50 Energizer Ideas 51 PART 3 SENSORY CONTRIBUTIONS TO LEARNING 53 8. The Role of Sight in Learning 54 Sight's Impact on the Learning Process 55 Color in the Environment 55 Concrete Vivid Images 56 The Impact of Peripherals 57 Light in the Environment 57 Seasons Can Impact Learning 58 9. The Role of Touch in Learning 60 School Environments and Cognition 61 Learning Hurt by Bad Environments 61 Brain-Friendly Environmental Changes 62 10. The Role of Taste in Learning 63 Nutrition and Learning 64 The Importance of Vitamins 64 Nutrition Tips for Teachers 65 Dehydration Hurts Learning 66 Hydration's Importance to the Mind 66 About Hydration 67 Action Steps 68 The Final Word 69 11. The Roles of Smell and Acoustics in Learning 70 Create an Optimal Environment for Learning 71 Aromas May Boost Attention and Learning 72 Impact of Negative Ionization 73 The Role of Acoustics in Learning 73 Music's Effects on the Mind-Body 74 Incorporating Music in the Classroom 76 Beneficial Music Selections 78 Music as a Carrier to the Nonconscious 79 12. The Role of Emotions in Learning 81 The New Paradigm: "Emotional Logic" 82 The Chemistry of Emotion 83 Are Feelings and Emotions the Same? 84 Dissecting an Emotion 84 The Amazing Amygdala 85 Hot Buttons and the Amygdala 86 Emotions as Mind-Body States 88 Outlets for Expression 89 The Thinking Tool of Emotions 89 Learning Has to Feel Right 92 PART 4 NEUROSCIENTIFIC PERSPECTIVE ON TEACHING AND LEARNING 95 13. Teacher Communication 96 A Teacher's Influence on a Classroom 97 Teacher Authority and Credibility 99 Teacher Congruency 100 Teacher Appearance 101 Tight Teacher Control 101 Learner Expectations 102 Altering Learner Behavior 103 Generally More Effective Communication Methods 103 Generally Less Effective Communication Methods 104 Forced Silence and Class Inactivity 104 The Climate Can Be Highly Active 105 14. The Nonconscious Learning Climate 106 Some Learning Is Automatic 107 The Power of Nonconscious Learning 107 More on "Suggestion" 108 Teaching Tips for Optimizing Nonconscious Learning 110 15. Motivation and Rewards 113 Learned Helplessness 114 Changes in the Brain 115 Conditions and Constraints 115 Unlearning Learned Helplessness 116 Excessive Praise Is Detrimental 117 Motivation and Rewards 118 Rewards and the Human Brain 120 The Detrimental Effects of Rewards 121 Strategies for Eliciting Intrinsic Motivation 122 Rewarded Actions Lose Appeal 125 Should You Ever Use Rewards? 126 Alternatives for Bribery and Rewards 127 What the Reward Proponents Say 127 Replacing Rewards With Learning 128 Goal Setting Increases Performance 129 Personal Agency Beliefs 129 Previsualization Boosts Learning 131 Inspiring Optimal Motivation 131 16. Attention and Survival Value 133 Making Meaning 134 Attention Shifts 135 Optimal State for Learning 135 The Best State for Learning 136 Matching Challenge and Mastery 136 What Brain Waves Can Tell Us 137 17. Teaching How to Think 141 What Exactly Is Thinking, Anyway? 142 Factors That Influence Thinking 142 Environment 143 Will/Volition 143 Life Experience 144 Genes 144 Life Choices 144 Teaching Thinking 145 Brain Activated by Problem Solving 147 Eye Movements and Thinking 148 The Use of Creative Problem Solving 150 Problem-Solving Strategies 151 The Role of Intuition in the Thinking Process 151 18. Memory and Creating Patterns of Meaning 154 How Memory Works 155 Where Memories Live 156 Long-Term Potentiation: What Is It? 158 Chemicals Impact Memory 158 Memory Is State Dependent 159 The Role of Glucose in Memory Formation 161 Sleep Time's Effect on Memory 161 Memory Pathways 163 Engaging Multiple Memory Pathways 164 Other Influences on Recall 165 The BEM Principle 165 Study Skills Mastery 167 Importance of Pre-exposure 168 Mind Mapping 168 How Mind Mapping Aids Learning 169 Stages of Optimal Learning 170 Acquisition 171 Elaboration 172 Memory Formation 173 New Learning Maps 174 19. Meaning Making 177 Types of Meaning 178 What Triggers a Sense of Meaning? 180 Relevance 180 Emotions 181 Context 182 Role-Plays and Games Enhance Meaning 185 Framing Enhances Meaning 186 PART 5 BRAIN-COMPATIBLE CLASSROOMS 187 20. Enriching the Brain 188 Growing a "Better" Brain 189 A Biological Look at Enrichment 190 Human Neurogenesis Is Possible 192 The Keys to Enrichment 192 Novel Learning 192 Feedback Spurs Learning 195 Activating More of the Brain 196 What Have We Learned? 196 How Much Enrichment? 197 Changing the Brain — On Purpose! 198 Enriching the Environment 199 21. Curriculum in a Brain-Compatible Classroom 200 Curriculum With the Brain in Mind 203 Brain-Compatible Curriculum 203 Social Fluency 203 Personal Development 205 Artistic Expression 206 Information Literacy 208 Scientific Inquiry 209 Planning With the Brain in Mind 210 Immersion-Style, Multipath Learning 211 Brain-Based Planning Strategies 214 The Seven Stages of Brain-Based Planning 215 Integrating Brain-Based Learning in the Classroom 218 Pre-Exposure and Priming 218 Sufficient Time for Learning 218 Low or No Threat 218 Prep for Final Performance 218 High Engagement 218 Positive Emotional Engagement 219 Learner Choice 219 Moderate to High Challenge 219 Strong Peer Support 219 Mastery Goals 219 Sufficient Nonlearning Time 220 Balancing Novelty and Predictability 220 Safe for Taking Risks 220 Moderate Stress 220 Alternating Low to High Energy 220 Multimodal Input 221 Frequent Feedback 221 Celebrate the Learning 221 Environment With the Brain in Mind 221 Strategies for Achieving a Brain-Based Environment 221 Acknowledgment of Value 221 Everyone Feels Cared For 222 Freedom of Expression 222 Encourage Affiliation 222 Accountability 222 Hope of Success 222 Orchestrated Common Experiences 222 Physically Safe Environment 222 Trust of Others 223 Consistency of Structure 223 22. Assessment With the Brain in Mind 224 Assessment Styles Not Working 225 Mistakes in the Evaluation Process 226 Mistake #1: Pushing for Higher Standards Without the Necessary Resources 226 Mistake #2: Lockstep Testing Ignores Brain Development 227 Mistake #3: Short-Term Testing Ignores How the Brain Learns 228 Mistake #4: Most Testing Ignores Building-Block Learning 228 Mistake #5: Most Testing Ignores Real-World Applications 229 Overview of Brain-Based Assessment 229 Authentic Assessment 230 Content 230 Emotions 232 Context 232 Processing 233 Embodiment 233 Ideas for Assessing Authentic Learning 233 Focusing on Feedback 237 Improving Test Scores 239 Tips for Boosting Test Scores 239 23. Brain-Based Reform 241 Hallmarks of Brain-Based Reform 242 Ways of Improving Student Achievement 242 Environmental Control for Learner Achievement 243 Fatal Paths to Avoid 244 Include the Brain in the Reform 244 Seven Steps to Transforming Your School Into a Learning Organization 246 Assessing the Learning Community 249 Becoming a Local Expert 250 References 251 Index 259
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spelling	Jensen, Eric Verfasser aut Brain-based learning the new paradigm of teaching Eric Jensen 2. ed. Thousand Oaks Corwin Press 2008 XVI, 266 S. Ill. txt rdacontent n rdamedia nc rdacarrier Learning, Psychology of Brain Teaching Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 s DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016373566&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
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