Teaching with the brain in mind /
When the first edition of Teaching with the Brain in Mind was published in 1998, it quickly became a bestseller, and it's gone on to inspire thousands of educators to apply the latest brain research in their classroom teaching. Now, author Eric Jensen is back with a completely revised and updat...
Guardado en:
| Autor principal: | |
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| Formato: | Libro |
| Lenguaje: | Inglés |
| Publicado: |
Alexandria, Va. :
Association for Supervision and Curriculum Development,
c2005.
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| Edición: | 2nd ed., rev. and updated. |
| Materias: | |
| Acceso en línea: | Table of contents |
| Aporte de: | Registro referencial: Solicitar el recurso aquí |
| LEADER | 05353cam a22004454a 4500 | ||
|---|---|---|---|
| 001 | 990000551520204151 | ||
| 005 | 20180214134801.0 | ||
| 008 | 050201s2005 vaua b 001 0 eng | ||
| 010 | |a 2005002844 | ||
| 020 | |a 1416600302 (alk. paper : pbk.) | ||
| 020 | |a 9781416600305 (alk. paper : pbk.) | ||
| 020 | |a 1416602666 (PDF) | ||
| 020 | |a 9781416602668 (PDF) | ||
| 020 | |a 141660264X (netLibrary) | ||
| 020 | |a 9781416602644 (netLibrary) | ||
| 020 | |a 1416602658 (ebrary) | ||
| 020 | |a 9781416602651 (ebrary) | ||
| 035 | |a (OCoLC)000055152 | ||
| 035 | |a (udesa)000055152USA01 | ||
| 035 | |a (OCoLC)57577419 | ||
| 035 | |a (OCoLC)990000551520204151 | ||
| 040 | |a DLC |b eng |c DLC |d BAKER |d GZI |d NBU |d XY4 |d YDXCP |d BTCTA |d IT6 |d IG# |d DEBBG |d OCLCQ |d CDX |d OCL |d U@S | ||
| 042 | |a pcc | ||
| 049 | |a U@SA | ||
| 050 | 0 | 0 | |a LB1060 |b .J46 2005 |
| 082 | 0 | 0 | |a 370.15/23 |2 22 |
| 100 | 1 | |a Jensen, Eric, |d 1950- | |
| 245 | 1 | 0 | |a Teaching with the brain in mind / |c Eric Jensen. |
| 250 | |a 2nd ed., rev. and updated. | ||
| 260 | |a Alexandria, Va. : |b Association for Supervision and Curriculum Development, |c c2005. | ||
| 300 | |a xi, 186 p. : |b ill. ; |c 26 cm. | ||
| 504 | |a Includes bibliographical references (p. 163-179) and index. | ||
| 505 | 0 | |a Meet your amazing brain. Basic brain anatomy ; How the brain changes over time ; Cooperation and competition in the brain ; How the brain learns -- Preparing the brain for school. What to do to get a child's brain ready for school ; Sensitive periods in brain development ; Developing social and emotional skills ; The importance of nutrition ; The dynamic teenage brain -- Rules we learn by. How to increase student engagement ; Variations on repetition ; The importance of prior knowledge and mental models ; Ways to take advantage of the body's natural rhythms ; The role of hormones ; Trial-and-error learning ; How positive and negative emotions affect the brain -- | |
| 505 | 0 | |a Movement and learning. The mind-body link ; How exercise affects cognition ; The importance of play, recess, and physical education -- Emotional states. Why emotions are now "mainstream" ; How emotions are processed in the brain ; The power of emotional states ; How to influence emotional states -- Physical environments for learning. Neuroscience's new interest in physical environments ; How seating, temperature, lighting, noise, and building design affect learning ; Factors to consider when designing smarter schools -- Managing the social brain. How social interaction affects the brain and cognition ; The effect of stress, bonding, bias, and peer pressure ; How to make school a more positive social experience -- Motivation and engagement. Common causes of demotivation ; The brain's reaction to rewards ; The nature of intrinsic motivation ; Tools for motivation ; The SuperCamp model -- | |
| 505 | 0 | |a Critical thinking skills. How gender, culture, disorders, and life experience shape a unique brain ; How the brain tackles problem solving ; How the brain's maturation process affects learning ; How the brain adapts to changing circumstances -- Memory and recall. Links between memory and survival ; How the brain encodes and maintains memory ; The different kinds of memory ; Ways to enhance memory retrieval -- Brain-based teaching. What to do before, during, and after teaching to take full advantage of what we know about the brain and learning -- Schools with the brain in mind. Connecting brain research to curriculum, assessment, and staff development ; Supporting good instruction and good instructors ; Effecting change with the brain in mind. | |
| 520 | |a When the first edition of Teaching with the Brain in Mind was published in 1998, it quickly became a bestseller, and it's gone on to inspire thousands of educators to apply the latest brain research in their classroom teaching. Now, author Eric Jensen is back with a completely revised and updated edition of his classic work. In easy to understand, engaging language, Jensen provides a basic orientation to the brain and its various systems and explains how they affect learning. After discussing what parents and educators can do to get children's brains in good shape for school, Jensen goes on to explore topics such as motivation, critical thinking skills, environmental factors, the social brain, emotions, and memory and recall. He offers fascinating insights on a number of specific issue, including, how to tap into the brain's natural reward system, critical link between movement and cognition, impact on learning of environmental factors such as, lighting, temperature, and noise, value of feedback, importance of prior knowledge and mental models, why stress impedes learning, how social interaction affects the brain, how to help students improve their ability to encode, maintain, and retrieve learning. The repeated message to educators is simple: You have far more influence on student's brains than you realize. And you have an obligation to learn as much as you can to take advantage of the incredible revelations that science is providing. The revised and updated Teaching with the Brain in Mind, 2nd edition helps you do just that. | ||
| 650 | 0 | |a Learning, Psychology of. | |
| 650 | 0 | |a Teaching |x Psychological aspects. | |
| 650 | 0 | |a Brain. | |
| 856 | 4 | 1 | |3 Table of contents |u http://www.loc.gov/catdir/toc/ecip057/2005002844.html |