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12 brain/mind learning principles in action : developing executive functions of the human brain / Renate Nummela Caine ... [et al.] ; foreword by Arthur L. Costa.

Colaborador(es): Tipo de material: TextoTextoDetalles de publicación: Thousand Oaks, Calif. : Corwin, 2009.Edición: 2nd edDescripción: xvii, 285 p. : il., fotos ; 28 cmISBN:
  • 9781412961066 (cloth : acid-free paper)
  • 1412961068 (cloth : acid-free paper)
  • 9781412961073 (pbk. : acid-free paper)
  • 1412961076 (pbk. : acid-free paper)
Otro título:
  • Twelve brain/mind learning principles in action [Titulo distintivo]
  • Developing executive functions of the human brain [Parte del título]
Tema(s): Clasificación LoC:
  • LB 1060 A16.2009
Contenidos:
Getting started -- Why relaxed alertness provides the optimum emotional climate for learning -- Complex learning is enhanced by challenge and inhibited by threat, helplessness, and fatigue -- The brain/mind is social -- The search for meaning is innate -- Emotions are critical to patterning -- Creating the richest learning environments using immersion in complex experience -- The brain/mind processes parts and wholes simultaneously -- All learning engages the physiology -- The search for meaning occurs through patterning -- Learning is developmental -- Helping learners digest and consolidate learning -- There are at least two approaches to memory -- Learning engages both focused attention and peripheral perception -- Learning is both conscious and unconscious -- Each brain is uniquely organized -- Resources.
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Libros Biblioteca Francisco Xavier Clavigero Acervo Acervo General LB 1060 A16.2009 (Navegar estantería(Abre debajo)) ej. 1 Disponible UIA044304

Rev. ed. of: 12 brain/mind learning principles in action, published in 2005.

Incluye referencias bibliográficas (p. 272-280) e índice.

Getting started -- Why relaxed alertness provides the optimum emotional climate for learning -- Complex learning is enhanced by challenge and inhibited by threat, helplessness, and fatigue -- The brain/mind is social -- The search for meaning is innate -- Emotions are critical to patterning -- Creating the richest learning environments using immersion in complex experience -- The brain/mind processes parts and wholes simultaneously -- All learning engages the physiology -- The search for meaning occurs through patterning -- Learning is developmental -- Helping learners digest and consolidate learning -- There are at least two approaches to memory -- Learning engages both focused attention and peripheral perception -- Learning is both conscious and unconscious -- Each brain is uniquely organized -- Resources.