000			03185nam a2200313 a 4500
005			20250930115300.0
008			031210s1998 xxua b 001 0 eng
010			_a97-045424
020			_a0871202999 (pbk.) _cRM88.24
039		9	_a200404021636 _bhamka _c200403290822 _dbedah _c200312110849 _djoriah _y12-10-2003 _zjoriah
090			_aLB1060.J464
090			_aLB1060
100	1		_aJensen, Eric
245	1	0	_aTeaching with the brain in mind / _cEric Jensen
260			_aAlexandria, Va. : _bAssociation for Supervision and Curriculum Development, _c1998
300			_aviii, 133 p. : _bill. ; _c26 cm.
504			_aIncludes bibliographical references (p. 119-125) and index
505	0		_aThe new winds of change. Background and theory update on brain research, the state and direction of research today. Tools for learning about the brain. How to interpret the new brain research -- The learning brain. Brain basics; the size, content, lobes, and basic operations. Key vocabulary. What is built in and what's not? How we actually learn and remember -- Getting ready to learn. The developing brain. Getting students ready for school. Emotional readiness. Motor skill readiness. The role of threat, sleep, and nutrition. How we can influence parents -- Enriched environments and the brain. How enrichment affects the brain. Two conditions for enrichment : challenge and feedback. The role of language, motor activity, music, and the arts. What really builds better brains -- Getting the brain's attention. The biology of attention. Getting attention but not keeping it. The brain's high and low attention cycles. An ADD/ADHD update. Implications for classroom discipline -- How stress and threat affect learning. What is stressful to the brain? How does stress affect students? How threats affect learning. What is learned helplessness? Reducing the impact of stress and threat -- Motivation and Rewards. What's the new research on motivation? What causes temporary demotivation? What does brain research tell us about rewards? How can we boost intrinsic motivation -- Emotions and Learning. The role of emotions in the thinking and learning process. Why use the more emotionally laced learning. Emotions vs. feelings differences. Specific strategies for emotional engagement -- Movement and Learning. The mind-body link. What does research say about the links between movement and cognition? Physical states; how does our body actually learn? The specific roles for movement, arts, and P.E. Why movement makes sense -- The Brain as a Meaning-Maker. The natural mechanisms of making meaning. Three ingredients for optimal learning. How to encourage these ingredients -- Memory and Recall. Why don't students remember more? Exploding the memory myths. How to use the brain's best systems for retrieval. Making learning last
650		0	_aLearning, Psychology of
650		0	_aTeaching _xPsychological aspects
650		0	_aBrain _959392
907			_a.b13305232 _b2021-05-28 _c2019-11-12
942			_c01 _n0 _kLB1060.J464
914			_avtls000345304
990			_aza
991			_aAsas Pendidikan
998			_at _b2003-10-12 _cm _da _feng _gxxu _y0 _z.b13305232
999			_c329971 _d329971