Brain-based learning : the new paradigm of teaching / Eric Jensen. [print]

Previously published under title: Brain-based learning and teaching.

PennsylvaniaRT 1 FUNDAMENTALS OF BRAIN-BASED LEARNING -- 1. What is brain-based learning? -- Where did brain-based education come from? -- Defining brain-based learning -- Is our old paradigm outdated? -- Survival of the fittest -- Determined behaviorist -- Brain-based naturalist -- Giving the brain an appropriate model environment -- 2. How your student's brain learns -- How the brain learns -- Routing information through the brain -- Basic anatomy of the brain -- Cells of the central nervous system -- Glial cells -- Neurons -- Divisions and functions of the brain -- Brain stem -- Cerebellum -- Diencephalon -- Cerebrum -- The micro level of learning -- 3. Brain dominance in learning -- Relative lateralization -- The paradox of left-brain creativity -- The paradox of right-brain logic -- 4. Rhythms of the brain -- The when is as important as the what and why -- Attention cycle -- Ultradian rhythm -- Dual cycles run the learning brain -- The "pulse" style of learning is best for the brain

PennsylvaniaRT 2 PHYSIOLOGICAL EFFECTS ON LEARNING -- 1. Biological differences in learning : It's not the brain size that counts ... : Functional differences : Hearing ; Vision ; Touch ; Activity ; Smell and taste ; Problem solving -- 2. The impact of physical movement on the brain : Physical education and learning : Benefits of exercise on the brain ; Growing up active : Sensorimotor integration in kids ; The chemistry of physical activity -- 3. Stress and threat : Types of stress : The brain in distress : The distressed learner ; Reactions to threats. Putting an end to threats. How relaxation affects learning : The importance of rest : Energizer ideas.

PennsylvaniaRT 3 SENSORY ColoradoNTRIBUTIONS TO LEARNING -- 1. The role of sight in learning : Sight's impact on the learning process : Color in the environment : Concrete vivid images ; The impact of peripherals. Light in the environment : Seasons can impact learning -- 2. The role of touch in learning : School environments and cognition : Learning hurt by bad environments ; Brain-friendly environmental changes -- 3. The role of taste in learning : Nutrition and learning : The importance of vitamins : Nutrition tips for teachers. Dehydration hurts learning ; Hydration's importance to the mind : About hydration ; Action steps. The final word -- 4. The roles of smell and acoustics in learning : Create an optimal environment for learning : Aromas may boost attention and learning ; Impact of negative ionization. The role of acoustics in learning : Music's effects on the mind-body ; Incorporating music in the classroom : Beneficial music selections ; Music as a carrier to the nonconscious -- 5. The role of emotions in learning : The new paradigm: "emotional logic" : The chemistry of emotion : Are feelings and emotions the same?. Dissecting an emotion : The amazing amygdala : Hot buttons and the amygdala. Emotions as mind-body states : Outlets for expression. The thinking tool of emotions : Learning has to feel right.

PennsylvaniaRT 4 NebraskaUROSCIENTIFIC PERSPECTIVE ON TEACHING AND LEARNING -- 1. Teacher communication : A teacher's influence on a classroom : Teacher authority and credibility : Teacher congruency ; Teacher appearance ; Tight teacher control. Learner expectations : Altering learner behavior : Generally more effective communication methods ; Generally less effective communication methods. Forced silence and class inactivity : The climate can be highly active -- 2. The nonconscious learning climate : Some learning is automatic : The power of nonconscious learning : More on "suggestion". Teaching tips for optimizing nonconscious learning -- 3. Motivation and rewards : Learned helplessness : Changes in the brain : Conditions and constraints ; Unlearning learned helplessness ; Excessive praise is detrimental. Motivation and rewards : Rewards and the human brain : The detrimental effects of rewards. Strategies for eliciting intrinsic motivation ; Rewarded actions lose appeal : Should you ever use rewards?. Alternatives for bribery and rewards : What the reward proponents say : Replacing rewards with learning. Goal setting increases performance : Personal agency beliefs ; Previsualization boosts learning ; Inspiring optimal motivation -- 4. Attention and survival value : Making meaning : Attention shifts ; Optimal state for learning : The best state for learning. Matching challenge and mastery : What brain waves can tell us -- 5. Teaching how to think : What exactly is thinking, anyway? : Factors that influence thinking : Environment ; Will/volition ; Life experience ; Genes ; Life choices. Teaching thinking : Brain activated by problem solving : Eye movements and thinking. The use of creative problem solving : Problem-solving strategies. The role of intuition in the thinking process -- 6. Memory and creating patterns of meaning : How memory works : Where memories live : Long-term potentiation: what is it? ; Chemicals impact memory. Memory is state dependent : The role of glucose in memory formation ; Sleep time's effect on memory. Memory pathways : Engaging multiple memory pathways. Other influences on recall : The BEM principle. Study skills mastery : Importance of pre-exposure : Mind-mapping ; How mind mapping aids learning. Stages of optimal learning : Acquisition ; Elaboration ; Memory formation. New learning maps -- 7. Meaning making : Types of meaning : What triggers a sense of meaning? : Relevance ; Emotions ; Context. Role-plays and games enhance meaning : Framing enhances meaning.

PennsylvaniaRT 5 BRAIN ColoradoMPATIBLE CLASSROOMS -- 1. Enriching the brain : Growing a "better" brain : A biological look at enrichment : Human neurogenesis is possible. The keys to enrichment : Novel learning ; Feedback spurs learning ; Activating more of the brain. What have we learned? : How much enrichment? ; Changing the brain- on purpose! ; Enriching the environment -- 2. Curriculum in a brain-compatible classroom : Curriculum with the brain in mind : Brain-compatible curriculum : Social fluency ; Personal development ; Artistic expression ; Information literacy ; Scientific inquiry. Planning with the brain in mind : Immersion-style, multipath learning ; Brain-based planning strategies : The seven stages of brain-based planning. Integrating brain-based learning in the classroom : Pre-exposure and priming ; Sufficient time for learning ; Low or no threat ; Prep for final performance ; High engagement ; Positive emotional engagement ; Learner choice ; Moderate to high challenge ; Strong peer support ; Mastery goals ; Sufficient nonlearning time ; Balancing novelty and predictability ; Safe for taking risks ; Moderate stress ; Alternating low to high energy ; Multimodal input ; Frequent feedback ; Celebrate the learning. Environment with the brain in mind : Strategies for achieving a brain-based environment : Acknowledgment of value ; Everyone feels cared for ; Freedom of expression ; Encourage affiliation ; Accountability ; Hope of success ; Orchestrated common experiences ; Physically safe environment ; Trust of others ; Consistency of structure -- 3. Assessment with the brain in mind : Assessment styles not working : Mistakes in the evaluation process : Mistake #1: Pushing for higher standards without the necessary resources ; Mistake #2: Lockstep testing ignores brain development ; Mistake #3: Short-term testing ignores how the brain learns ; Mistake #4: Most testing ignores building-block learning ; Mistake #5: Most testing ignores real-world applications. Overview of brain-based assessment : Authentic assessment : Content ; Emotions ; Context ; Processing ; Embodiment. Ideas for assessing authentic learning. Focusing on feedback : Improving test scores : Tips for boosting test scores -- 4. Brain-based reform : Hallmarks of brain-based reform : Ways of improving student achievement : Environmental control for learner achievement ; Fatal paths to avoid ; Include the brain in the reform. Seven steps to transforming your school into a learning organization. Assessing the learning community : Becoming a local expert.

This book is filled with classroom implications and instructional suggestions based on research. Classroom teachers, school administrators, professional development trainers, college/university faculty, and parents will all benefit from this information.

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