Mind at a Time

America's Top Learning Expert Shows How Every Child Can Succeed

By: Mel Md Levine

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Paperback | 9 January 2003 | Edition Number 1

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352 Pages

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20.5 x 14 x 2.5

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"Different minds learn differently," writes Dr. Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don't fit the way they are being taught.
In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns, explaining how they can strengthen a child's abilities and either bypass or help overcome the child's weaknesses, producing positive results instead of repeated frustration and failure.
Consistent progress can result when we understand that not every child can do equally well in every type of learning and begin to pay more attention to individual learning patterns -- and individual minds -- so that we can maximize children's success and gratification in life. In A Mind at a Time Dr. Levine shows us how.

Industry Reviews

Edward Hallowell, M.D. instructor, Harvard Medical School; director, The Hallowell Center, Sudbury, Massachusetts; author of Driven to Distraction and Human Moments. A Mind at a Time continues Mel Levine's enormously valuable lifework of helping children find success....Brimming with intelligence, humor, wit, and originality...this is a groundbreaking and useful book. Howard Gardner Professor in Cognition and Education, Harvard Graduate School of Education, and author of The Disciplined Mind and Frames of Mind A wide-ranging exploration of the myriad ways in which young minds differ, coupled with vivid and useful recommendations about developing those minds to the fullest.

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You Can Find This Book In

Non-Fiction Family & Health Relationships & Families: Advice & Issues Parenting: Advice & Issues Child Care & Upbringing Education Teaching of Specific Groups with Special Educational Needs Teaching of Students with Specific Learning Difficulties & Needs Psychology Cognition & Cognitive Psychology Child & Developmental Psychology Organisation & Management of Education

Medicine Other Branches of Medicine Clinical Psychology Psychotherapy

Acknowledgments	p. 7
A Mind at a Time: Introduction	p. 13
A Mind's Possibilities	p. 23
A Pediatric Perspective	p. 24
The Ways of Learning	p. 27
How Learning Works	p. 28
Eight Systems	p. 30
Neurodevelopmental Profiles	p. 35
How a Mind's Profile Comes to Be	p. 38
How Lifestyles May Affect Learning Styles	p. 43
Splitting Rather Than Lumping	p. 46
The Early Detection of Dysfunction	p. 48
Some Adult Implications	p. 48
Conducting a Mind: Our Attention Control System	p. 51
The Mental Energy Controls	p. 57
The Intake Controls	p. 63
The Output Controls	p. 75
The Impacts of the Attention Controls	p. 82
Minds over Time: Keeping a Watchful Eye on the Attention Controls as Children Age	p. 83
Practical Considerations	p. 86
Remembering to Learn and Learning to Remember: Our Memory System	p. 90
Short-term Memory	p. 93
Active Working Memory	p. 99
Long-term Memory	p. 104
A Few More Memory Differences	p. 114
The Outlook	p. 115
Minds over Time: Keeping a Watchful Eye on Memory as Children Age	p. 116
Practical Considerations	p. 117
Ways with Words: Our Language System	p. 120
The Different Languages That Make Up Language	p. 121
Language Levels	p. 128
The Special Challenge of Language Production	p. 143
Language and Its Ambassadorial Functions	p. 144
Minds over Time: Keeping a Watchful Eye (or Ear) on Language as Children Age	p. 146
Practical Considerations	p. 147
Making Arrangements: Our Spatial and Sequential Ordering Systems	p. 150
Sequential Ordering	p. 153
Spatial Ordering	p. 153
Spatial Versus Sequential Ordering: Which Would You Rather Be Good At?	p. 166
Minds over Time: Keeping a Watchful Eye on Sequential and Spatial Ordering as Children Age	p. 167
Practical Considerations	p. 168
Mind over Muscle: Our Motor System	p. 170
Forms of Motor Function	p. 172
Minds over Time: Keeping a Watchful Eye on Motor Function as Children Age	p. 184
Practical Considerations	p. 185
Some Peeks at a Mind's Peaks: Our Higher Thinking System	p. 188
Conceptual Thinking	p. 192
Problem-Solving Thinking	p. 196
Critical Thinking	p. 203
Rule-Guided Thinking	p. 207
Creative Thinking	p. 209
The Role of Intuitive Thinking in Influencing All Forms of Higher Thinking	p. 213
The Higher Thinking System and the Other Neurodevelopmental Systems	p. 215
Minds over Time: Keeping a Watchful Eye on Higher Thinking as Children Age	p. 216
Practical Considerations	p. 217
Relating to Relating: Our Social Thinking System	p. 220
The Big Three Social Missions	p. 225
Social Functions and Dysfunctions	p. 228
Are Some Kids Too Successful Socially?	p. 239
Minds over Time: Keeping a Watchful Eye on Social Thinking as Children Age	p. 240
Practical Considerations	p. 241
When a Mind Falls Behind	p. 245
Constructing Neurodevelopmental Profiles	p. 246
Identifying the Breakdown Points	p. 248
When Bad Things Happen to Good Profiles	p. 260
Mining a Child's Precious Assets	p. 262
Identifying and Understanding Emotional Complications	p. 262
Hows Instead of Whys: Focusing on Identifying and Fixing the Breakdowns Instead of Their Causes	p. 268
The Benefits and Dangers When a Child's Mind Is Tested	p. 269
Roadblocks and Outcomes in Adulthood	p. 271
Getting a Mind Realigned (but Not Redesigned)	p. 277
Management by Profile	p. 277
Accessing Special Services in School	p. 287
The Use of Medication	p. 288
Coaching and Mentoring	p. 289
Raoul: An Example of a Child Who Was Managed by Profile	p. 290
Raisin' Brain: Homes for All Kinds of Minds	p. 295
Know Thy Child	p. 296
Responding to Gaps	p. 298
Fostering Strengths, Knacks, Talents, Intuitions, and Affinities	p. 299
Trying Not to Harm	p. 302
Supporting Education	p. 303
Maintaining an Intellectual Life at Home	p. 305
Fostering Optimism and a Positive View of the Future	p. 306
The Right to Differ: Schools for All Kinds of Minds	p. 307
Teachers: Their Roles and Their Training for Those Roles	p. 308
Parents: Their Meaningful Involvement in a Child's Learning	p. 314
Students: Learning About Learning and Learning About Their Kinds of Minds	p. 315
Humane Schools: Protective and Nurturing Settings for All Kinds of Minds	p. 318
Pathways: Greater Availability of Options for Success	p. 321
The Educational Ambiance	p. 331
Results	p. 335
Neurodevelopmental Pluralism: A Mind at a Time as an Ethic	p. 335
Helpful Readings and Other Resources	p. 337
Index	p. 343
Table of Contents provided by Syndetics. All Rights Reserved.

Mind at a Time

America's Top Learning Expert Shows How Every Child Can Succeed

At a Glance

Paperback

Industry Reviews

Shipping

How to return your order

Defective items

You Can Find This Book In

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