How the brain learns:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, California
Corwin, a Sage Publishing Company
[2022]
|
| Ausgabe: | Sixth edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xv, 318 Seiten Illustrationen, Diagramme 28 cm |
| ISBN: | 9781071855362 |
Internformat
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Datensatz im Suchindex
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| adam_text | ՚. Ά h r Շ _ ч ■- Ն ֊ PREFACE XJ ХІІІ ABOUT THE AUTHOR INTRODUCTION Looking Inside the Brain Types of Brain Imaging Implications for Teaching Some Important Findings Why This Book Can Help Improve Teaching and Learning xv 1 1 1 4 4 5 Chapter Contents 6 Who Should Use This Book? 7 Try It Yourself֊Do Action Research 8 What’s Coming Up? CHAPTER 1: BASIC BRAIN FACTS Some Exterior Parts of the Brain 9 13 14 Lobes of the Brain 14 Motor Cortex and Somatosensory Cortex 15 Some Interior Parts of the Brain 15 Brain Stem 15 The Limbic System 16 Cerebrum 17 Cerebellum 17 Brain Cells 18 Brain Fuel 21 Neuron Development in Children 22 Windows of Opportunity 22 The Brain as a Novelty Seeker 27 Environmental Factors That Enhance Novelty What’s Coming Up? 27 30
The Information Processing Model 37 Origins of the Model 38 Usefulness of the Model 38 Limitations of the Model 39 Inadequacy of the Computer Model 39 The Senses Sensory Register Short-Term Memory 40 40 41 Immediate Memory 41 Working Memory 43 Implications for Teaching 45 Criteria for Long-Term Storage 46 Relationship of Sense to Meaning 46 Meaning Is More Significant 47 Implications for Teaching 47 Long-Term Storage 48 Long-Term Memory and Long-Term Storage 49 The Cognitive Belief System 49 Self-Concept 50 Accepting or Rejecting New Learning 51 Implications for Teaching 51 Variations in Processing With Age 52 Learning Profiles (Styles) 52 What s Coming Up? CHAPTER 3: MEMORY, RETENTION, AND LEARNING How Memory Forms 52 71 72 The Temporary Stimulus 72 Forming the Memory 72 Stages and Types of Memory 73 Stages of Memory 74 Types of Memory 74 Emotional Memory 76 Learning and Retention 78 Factors Affecting Retention of Learning 79 Rehearsal 79 Retention During a Learning Episode 81 Implications for Teaching 82 Learning Motor Skills 86 Brain Activity During Motor Skill Acquisition 87 Does Practice Make Perfect? 88
Daily Biological Rhythms Affect Teaching and Learning 91 Circadian Rhythm 91 The Importance of Sleep in Learning and Memory 92 Intelligence and Retrieval· 94 Intelligence 94 Retrieval 96 Chunking 98 Forgetting What’s Coming Up? CHAPTER 4: THE POWER OF TRANSFER What Is Transfer? 101 104 123 123 Transfer During Learning 124 Types of Transfer 124 Transfer of Learning 126 Teaching for Transfer 127 Factors Affecting Transfer 128 Teaching Methods 132 Transfer and Constructivism 134 English Language Learners (ELLs) and Transfer 135 Technology and Transfer 136 Additional Thoughts About Transfer 136 What’s Coming Up? 137 CHAPTER 5: BRAIN ORGANIZATION AND LEARNING Brain Lateralization 155 155 Left and Right Hemisphere Processing (Laterality) 156 What Causes Specialization? 158 Specialization Does Not Mean Exclusivity 158 The Gender Connection 159 Schools and Brain Organization 163 Spoken Language Specialization 165 Learning Spoken Language 166 Learning a Second Language 168 What’s Coming Up? CHAPTER 6: LEARNING TO READ AND LEARNING MATHEMATICS Learning to Read 169 181 181 Is Reading a Natural Ability? 181 Neural Systems Involved in Reading 182 Skills Involved in Reading 182 Phases of Learning to Read 184
Problems in Learning to Read 185 Implications for Teaching Reading 189 Learning Mathematics 189 NumberSense 189 Teaching Brain-Friendly Mathematics 192 Difficulties in Learning Mathematics 196 Environmental Factors 196 Neurological Factors 198 Mathematics for English Language Learners (ELLs) 199 What’s Coming Up? CHAPTER 7: THE BRAIN AND THE ARTS 200 207 The Arts Are Basic to the Human Experience 208 Why Teach the Arts? 208 The Arts and the Young Brain 209 The Arts Develop Cognitive Growth 209 The Arts and Creativity 211 The Sciences Need the Arts 212 Impact of the Arts on Student Learning and Behavior 213 Arts Education and Arts Integration 213 Other Areas of Impact 215 Music 217 Is Music Inborn? 217 Effects of Listening to Music Versus Creating Instrumental Music 217 How the Brain Listens to Music 218 The Benefits of Listening to Music 219 Creating Music 220 Benefits of Creating Music 221 Creating Music Benefits Memory 221 Does Creating Music Affect Ability in Other Subjects? 221 The Visual Arts 223 Imagery 223 Research on Visual Arts and Learning 224 Movement 225 Movement and the Brain 225 Implications for Schools 226 What’s Coming Up? CHAPTER 8: THINKING SKILLS AND LEARNING Characteristics of Human Thinking 228 239 239 Types of Thinking 240 Thinking as a Representational System 240 Thinking and Emotion 240
It Is OK to Make Mistakes-They Enhance Learning 241 Technology May Be Affecting How Students Think 241 The Dimensions of Human Thinking 242 Designing Models 242 Are We Teaching Thinking Skills? 243 Modehng Thinking Skills in the Classroom 243 The Importance of Academic Rigor and Engagement 244 Models of Learning 245 Curriculum Changes to Accommodate Higher-Order Thinking 248 Achieving Rigor Through Academic Teaming 250 Research Support for Student Academic Teaming 251 Academic Teaming and Cultural Diversity 253 Teaming Also Benefits Teachers 253 Academic Teaming Results in Schools 253 What’s Coming Up? CHAPTER 9: PUTTING IT ALL TOGETHER Students Should Know How Their Brains Learn 254 257 267 Student Agency for Engagement 268 Supporting Social-Emotional Learning 270 Research on SEL Learning 270 Positive Emotional Classroom Climate Daily Planning 271 271 General Guidelines 271 Daily Lesson Design 272 Questions to Ask During Lesson Planning 274 Unit Planning Teacher’s Work Sample Maintaining Skills for the Future 274 274 277 The Building Principal’s Role 277 Types of Support Systems 277 Conclusion 278 RESOURCES 285 GLOSSARY 289 REFERENCES 293 INDEX 309
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| adam_txt |
՚. Ά h r Շ _ ч ■- Ն ֊ PREFACE XJ ХІІІ ABOUT THE AUTHOR INTRODUCTION Looking Inside the Brain Types of Brain Imaging Implications for Teaching Some Important Findings Why This Book Can Help Improve Teaching and Learning xv 1 1 1 4 4 5 Chapter Contents 6 Who Should Use This Book? 7 Try It Yourself֊Do Action Research 8 What’s Coming Up? CHAPTER 1: BASIC BRAIN FACTS Some Exterior Parts of the Brain 9 13 14 Lobes of the Brain 14 Motor Cortex and Somatosensory Cortex 15 Some Interior Parts of the Brain 15 Brain Stem 15 The Limbic System 16 Cerebrum 17 Cerebellum 17 Brain Cells 18 Brain Fuel 21 Neuron Development in Children 22 Windows of Opportunity 22 The Brain as a Novelty Seeker 27 Environmental Factors That Enhance Novelty What’s Coming Up? 27 30
The Information Processing Model 37 Origins of the Model 38 Usefulness of the Model 38 Limitations of the Model 39 Inadequacy of the Computer Model 39 The Senses Sensory Register Short-Term Memory 40 40 41 Immediate Memory 41 Working Memory 43 Implications for Teaching 45 Criteria for Long-Term Storage 46 Relationship of Sense to Meaning 46 Meaning Is More Significant 47 Implications for Teaching 47 Long-Term Storage 48 Long-Term Memory and Long-Term Storage 49 The Cognitive Belief System 49 Self-Concept 50 Accepting or Rejecting New Learning 51 Implications for Teaching 51 Variations in Processing With Age 52 Learning Profiles (Styles) 52 What's Coming Up? CHAPTER 3: MEMORY, RETENTION, AND LEARNING How Memory Forms 52 71 72 The Temporary Stimulus 72 Forming the Memory 72 Stages and Types of Memory 73 Stages of Memory 74 Types of Memory 74 Emotional Memory 76 Learning and Retention 78 Factors Affecting Retention of Learning 79 Rehearsal 79 Retention During a Learning Episode 81 Implications for Teaching 82 Learning Motor Skills 86 Brain Activity During Motor Skill Acquisition 87 Does Practice Make Perfect? 88
Daily Biological Rhythms Affect Teaching and Learning 91 Circadian Rhythm 91 The Importance of Sleep in Learning and Memory 92 Intelligence and Retrieval· 94 Intelligence 94 Retrieval 96 Chunking 98 Forgetting What’s Coming Up? CHAPTER 4: THE POWER OF TRANSFER What Is Transfer? 101 104 123 123 Transfer During Learning 124 Types of Transfer 124 Transfer of Learning 126 Teaching for Transfer 127 Factors Affecting Transfer 128 Teaching Methods 132 Transfer and Constructivism 134 English Language Learners (ELLs) and Transfer 135 Technology and Transfer 136 Additional Thoughts About Transfer 136 What’s Coming Up? 137 CHAPTER 5: BRAIN ORGANIZATION AND LEARNING Brain Lateralization 155 155 Left and Right Hemisphere Processing (Laterality) 156 What Causes Specialization? 158 Specialization Does Not Mean Exclusivity 158 The Gender Connection 159 Schools and Brain Organization 163 Spoken Language Specialization 165 Learning Spoken Language 166 Learning a Second Language 168 What’s Coming Up? CHAPTER 6: LEARNING TO READ AND LEARNING MATHEMATICS Learning to Read 169 181 181 Is Reading a Natural Ability? 181 Neural Systems Involved in Reading 182 Skills Involved in Reading 182 Phases of Learning to Read 184
Problems in Learning to Read 185 Implications for Teaching Reading 189 Learning Mathematics 189 NumberSense 189 Teaching Brain-Friendly Mathematics 192 Difficulties in Learning Mathematics 196 Environmental Factors 196 Neurological Factors 198 Mathematics for English Language Learners (ELLs) 199 What’s Coming Up? CHAPTER 7: THE BRAIN AND THE ARTS 200 207 The Arts Are Basic to the Human Experience 208 Why Teach the Arts? 208 The Arts and the Young Brain 209 The Arts Develop Cognitive Growth 209 The Arts and Creativity 211 The Sciences Need the Arts 212 Impact of the Arts on Student Learning and Behavior 213 Arts Education and Arts Integration 213 Other Areas of Impact 215 Music 217 Is Music Inborn? 217 Effects of Listening to Music Versus Creating Instrumental Music 217 How the Brain Listens to Music 218 The Benefits of Listening to Music 219 Creating Music 220 Benefits of Creating Music 221 Creating Music Benefits Memory 221 Does Creating Music Affect Ability in Other Subjects? 221 The Visual Arts 223 Imagery 223 Research on Visual Arts and Learning 224 Movement 225 Movement and the Brain 225 Implications for Schools 226 What’s Coming Up? CHAPTER 8: THINKING SKILLS AND LEARNING Characteristics of Human Thinking 228 239 239 Types of Thinking 240 Thinking as a Representational System 240 Thinking and Emotion 240
It Is OK to Make Mistakes-They Enhance Learning 241 Technology May Be Affecting How Students Think 241 The Dimensions of Human Thinking 242 Designing Models 242 Are We Teaching Thinking Skills? 243 Modehng Thinking Skills in the Classroom 243 The Importance of Academic Rigor and Engagement 244 Models of Learning 245 Curriculum Changes to Accommodate Higher-Order Thinking 248 Achieving Rigor Through Academic Teaming 250 Research Support for Student Academic Teaming 251 Academic Teaming and Cultural Diversity 253 Teaming Also Benefits Teachers 253 Academic Teaming Results in Schools 253 What’s Coming Up? CHAPTER 9: PUTTING IT ALL TOGETHER Students Should Know How Their Brains Learn 254 257 267 Student Agency for Engagement 268 Supporting Social-Emotional Learning 270 Research on SEL Learning 270 Positive Emotional Classroom Climate Daily Planning 271 271 General Guidelines 271 Daily Lesson Design 272 Questions to Ask During Lesson Planning 274 Unit Planning Teacher’s Work Sample Maintaining Skills for the Future 274 274 277 The Building Principal’s Role 277 Types of Support Systems 277 Conclusion 278 RESOURCES 285 GLOSSARY 289 REFERENCES 293 INDEX 309 |
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| spelling | Sousa, David A. Verfasser (DE-588)1103710605 aut How the brain learns David A. Sousa Sixth edition Thousand Oaks, California Corwin, a Sage Publishing Company [2022] xv, 318 Seiten Illustrationen, Diagramme 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Brain fast Learning / Physiological aspects fast Learning, Psychology of fast Learning, Psychology of Learning Physiological aspects Brain Learning Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Neurowissenschaften (DE-588)7555119-6 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 s Neurowissenschaften (DE-588)7555119-6 s DE-604 Erscheint auch als Online-Ausgabe, EPUB 978-1-07-185535-5 Erscheint auch als Online-Ausgabe, EPUB 978-1-07-185534-8 Erscheint auch als Online-Ausgabe, PDF 978-1-07-185533-1 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033618669&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Sousa, David A. How the brain learns Brain fast Learning / Physiological aspects fast Learning, Psychology of fast Learning, Psychology of Learning Physiological aspects Brain Learning Lernpsychologie (DE-588)4074166-7 gnd Neurowissenschaften (DE-588)7555119-6 gnd |
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| title | How the brain learns |
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| title_full | How the brain learns David A. Sousa |
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| title_full_unstemmed | How the brain learns David A. Sousa |
| title_short | How the brain learns |
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| topic | Brain fast Learning / Physiological aspects fast Learning, Psychology of fast Learning, Psychology of Learning Physiological aspects Brain Learning Lernpsychologie (DE-588)4074166-7 gnd Neurowissenschaften (DE-588)7555119-6 gnd |
| topic_facet | Brain Learning / Physiological aspects Learning, Psychology of Learning Physiological aspects Learning Lernpsychologie Neurowissenschaften |
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