How the brain learns / David A. Sousa. [print]

Includes bibliographies and index.

Introduction -- Looking inside the brain -- Types of brain imaging -- Implications for teaching -- Some important findings -- Why this book can help improve teaching and learning -- =505 0\ CHAPTERcontents -- Who should use this book? -- Try it yourself-do action research -- What's coming up? -- 1. Basic brain facts -- Some exterior parts of the brain -- Lobes of the brain -- Motor cortex and somatosensory cortex -- Some interior parts of the brain -- Brain stem -- The limbic system -- Cerebrum -- Cerebellum -- Brain cells -- Brain fuel -- Neuron development in children -- Windows of opportunity -- The brain as a novelty seeker -- Environmental factors that enhance novelty -- What's coming up? -- 2. How the brain process information -- The information processing model -- Origins of the model -- Usefulness of the model -- Limitations of the model -- Inadequacy of the computer model -- The senses -- Sensory register -- Short-term memory -- Long-term storage -- the cognitive belief system -- Self-concept -- Variations in processing with age -- Learning profiles (styles) -- What's coming up? -- 3. Memory, retention, and learning -- How memory forms -- The temporary stimulus -- Forming the memory -- Stages and types of memory -- Stages of memory -- Types of memory -- Emotional memory -- Learning and retention of learning -- Rehearsal -- Retention during a learning episode -- Implications for teaching -- Learning motor skills -- Brain activity during motor skill acquisition -- Does practice make perfect? -- Daily biological rhythms affect teaching and learning --Circadian rhythms -- The importance of sleep in learning and memory -- Intelligence and retrieval -- Intelligence -- Retrieval -- Chunking -- Forgetting -- A word about brain-training programs -- What's coming up? -- 4. The power of transfer -- What is transfer? -- Transfer during learning -- Types of transfer -- Transfer of learning -- Teaching for transfer -- Factors affecting transfer -- Teaching methods -- Transfer and constructivism -- English language learners and transfer -- Technology and transfer -- Additional thoughts about transfer -- What's coming up? -- 5. Brain organization and learning -- Brain lateralization -- Left and right hemisphere processing (laterality) -- What causes specialization? -- Specialization does not mean exclusivity -- The gender connection -- Schools and brain organization -- Spoken language -- Learning a second language -- Learning to read -- Is reading a natural ability? -- Neural systems involved in reading -- Skills involved in reading -- Phases of learning to read -- Problems in learning to read -- Implications for teaching reading -- Learning mathematics -- Number sense -- Teaching brain-friendly mathematics -- Difficulties in learning mathematics -- Environmental factors -- Neurological factors -- Mathematics for English language learners -- What's coming up? -- 6. The brain and the arts -- The arts are basic to the human experience -- Why teach the arts? -- The arts and the young brain -- The arts develop cognitive growth -- The arts and creativity growth -- The arts and creativity -- The sciences need the arts -- Impact of the arts o student learning and behavior -- Arts education and arts integration -- Other areas of impact -- Music -- Is music inborn? -- Effects of listening to music -- Verse creating instrumental music -- How the brain listens to music -- The benefits for listening to music -- Creating music -- Benefits of creating music - Creating music -- Benefits of creating music -- Creating music benefits memory -- Does creating music affect ability in other subjects? --Students attitudes toward music in the schools -- The visual arts -- Imagery -- Research on visual arts and learning -- Movement -- Movement and the brain -- Implications for schools -- What's coming up? -- 7. Characteristics of human thinking -- Types of thinking -- Thinking as a representational system -- Thinking and emotion -- Technology may be affecting how students think --The dimensions of human thinking -- Designing models -- are we teaching thinking skills? -- Modeling thinking skills i the classroom -- Revisiting bloom's taxonomy of the cognitive domain -- Why start with this model? -- The model's structure and revision -- Important characteristics of the revised model -- Cognitive and emotional thinking -- Testing your understanding of the taxonomy -- The taxonomy and the dimensions of thinking -- The critical difference between complexity and difficulty -- Curriculum changes to accommodate the taxonomy -- Other thinking skills programs -- What's coming up? -- 8. Putting it all together -- Students should know how their brains learn -- What about the flipped classroom? -- Daily planning -- General guidelines -- Daily lesson design -- Twenty-two questions to ask during lesson planing --

UNIT planning -- Teacher's work sample -- Maintaining skills for the future -- The building principal's role -- Types of support systems -- Conclusion

Basic brain facts -- How the brain processes information -- Memory, retention, and learning -- The power of transfer -- Brain organization and learning -- The brain and the arts -- Thinking skills and learning -- Putting it all together.

Looking inside the brain -- Implications for teaching -- Why this book can help improve teaching and learning -- Basic brain facts -- Some exterior parts of the brain -- Some interior parts of the brain -- Neuron development in children -- The brain as a novelty seeker -- How the brain processes information -- The information processing model -- Memory, retention, and learning -- How memory forms -- Stages and types of memory -- Learning and retention -- Factors affecting retention of learning -- Learning motor skills -- Daily biological rhythms affect teaching and learning -- Intelligence and retrieval -- The power of transfer -- What is transfer? -- Teaching for transfer -- Additional thoughts about transfer -- Brain organization and learning -- Brain lateralization -- Spoken language specialization -- Learning to read -- Learning mathematics -- Difficulties in learning mathematics -- Mathematics for English language learners -- The brain and the arts -- The arts are basic to the human experience -- Why teach the arts? -- Impact of the arts on student learning and behavior -- Music -- The visual arts -- Movement -- Thinking skills and learning -- Characteristics of human thinking -- The dimensions of human thinking -- Revisiting Bloom's taxonomy of the cognitive domain -- Other thinking skills programs -- Putting it all together -- Students should know how their brains learn -- What about the flipped classroom -- Daily planning ;=505 0\ UNIT planning -- Maintaining skills for the future ;

Recent discoveries about the human brain have the power to transform the way we teach and learn. The fifth edition includes new information on memory systems, especially working memory capacity; updated research on how the explosion of technology is affecting the brain; current finding on brain organization and learning, revised sections on hemispheric specialization; and new evidence on how learning the arts enhances cognitive processing and creativity. Includes an expanded resources section and more than 150 new or updated references.