We're Born to Learn

Foreword by James H. Berry Preface Acknowledgments About the Author Introduction What This Book Is About Why Study the Brain? Experienced Educators and the Research The Learning Paradigm Assumptions Where We Have Been Where We Are Today This Book PART I: Research in the Classroom and in the Brain Lab 1. Learning and Teaching Eye-Opening Experiences in the Classroom The Natural Human Learning Process and Brain Research The Breakthrough Classroom The Research-Based Stages, Curriculum, and Lesson Plans 2. How People Learn: The Natural Human Learning Process (NHLP) Critical and Creative Thinking by Infants and Children An Example of Children's Critical and Creative Thinking Critical and Creative Thinking in School The Natural Human Learning Process and School The Natural Human Learning Process (NHLP) Research After the Research Is Over Research Reports The Importance of Making Mistakes Where We Go From Here 3. How the Brain Learns: The Brain's Natural Learning Process Introducing the Brain Getting to Know the Brain How the Brain Learns Convergence of Ceiling Levels and Neural Networks Pruning Experience and Brain Growth Constructivism How the Brain Thinks and Remembers The Brain's Innate Resources and Rules Children's Brains and Adults' Brains The Brain Grows Holistically with Plasticity Implications for Curriculum Development What About Piaget? The Breakthrough Theory of Learning 4. Personal Experience, Individual Differences, and Learning Emotions and the Brain Negative and Positive Self-Image Networks Learning from Experience Learning Styles, Preferences, and Multiple Intelligences Gifted Students Aptitudes Special Needs, Learning Differences, Autism, ADD, and ADHD The Seven Magic Words: See If You Can Figure It Out Tests Beyond Individual Differences A Handout for Students 5. The Student's Experience: Metacognition, Motivation, Self-Evaluation, Achievement, and Technology Self Taught Metacognition and Motivation Intrinsic Rewards Removing the Barriers Self-Evaluation and Metacognition Another Metacognitive Experience Achievement Writing Samples Age and Achievement Technology Self Taught PART II: Theory and Application 6. Sequencing of the Curriculum Challenges The Missing Link Two Problems Neuroscience and Education Converging Research The Theory and Guide Putting the Theory into Practice Thinking at Higher Levels Constructing New Knowledge Planning the Sequence of the Units or Topics in a Curriculum Using a Causal Sequence Learning Activities for Units and Topics The First Activity Two Classroom Examples Students and the NHLP Developing a Curriculum Young Students Thinking at a High Level The NHLP in the Classroom 7. The Pedagogical Model and Guidelines Transfer Four Effective Instructional Practices NHLP Pedagogical Guidelines Assessment Education Courses or Faculty Development Programs Good News PART III: Using the Brain's Natural Learning Process to Create Curriculum 8. Brain-Based, Natural Learning Across the Curriculum The Seven Magic Words in Action Safety Respect The Opportunity to Learn Naturally The Critical First Stages The Introduction-to-Poetry Unit Front Loading A Science Learning Activity about the Concept of Buoyancy A Unit for Library Orientation A Unit for Introduction to Safety Procedures A Science Learning Activity about Water A Unit for Learning How to Take Lecture Notes The NHLP Planning Guidelines and Pedagogy 9. Curriculum Development for Units, Courses, and Programs Where to Start Curriculum Development Guidelines A Unit on Literal and Inferential Meaning A Unit on an Introduction to Egypt A Unit on an Introduction to Fractions A Basic Grammar Curriculum: A Sequence of Units for a Whole Course A Developmental English Curriculum: Courses in a Program References General Bibliography Index