How the brain learns /
Sousa, David A.,
How the brain learns / [print] David A. Sousa. - fifth edition. - Thousand Oaks, California : Corwin, a Sage Publishing Company, (c)2017. - xv, 377 pages : illustrations ; 28 cm
Includes bibliographies and index.
CHAPTERcontents -- 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\ 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. UNIT planning -- 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\ 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.
9781506346304
2017288150
GBB714110 bnb
018197488 Uk
Learning, Psychology of.
Learning--Physiological aspects.
Brain.
Learning, Psychology ofLearning - Psychological aspectsBrainEducation.
LB1051.S725.H698 2017
How the brain learns / [print] David A. Sousa. - fifth edition. - Thousand Oaks, California : Corwin, a Sage Publishing Company, (c)2017. - xv, 377 pages : illustrations ; 28 cm
Includes bibliographies and index.
CHAPTERcontents -- 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\ 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. UNIT planning -- 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\ 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.
9781506346304
2017288150
GBB714110 bnb
018197488 Uk
Learning, Psychology of.
Learning--Physiological aspects.
Brain.
Learning, Psychology ofLearning - Psychological aspectsBrainEducation.
LB1051.S725.H698 2017