A Mind at a Time

Front Cover
Simon and Schuster, 2002 - Education - 352 pages
Different Minds Learn Differently, writes Dr. Mel Levine, one of the best-known education experts and pediatricians in America today. And that's a problem for many children, because most schools still cling to a one-size-fits-all education philosophy. As a result, these children struggle because their learning patterns don't fit the schools they are in. In A Mind at a Time, Dr. Levine shows parents and others who care for children how to identify these individual learning patterns. He explains how parents and teachers can encourage a child's strengths and bypass the child's weaknesses. This type of teaching produces satisfaction and achievement instead of frustration and failure. Different brains are differently wired, Dr. Levine explains. There are eight fundamental systems, or components, of learning that draw on a variety of neurodevelopmental capacities. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all eight. Using examples drawn from his own extensive experience, Dr. Levine shows how parents and children can identify their strengths and weaknesses to determine their individual learning styles. For example, some students are creative and write imaginatively but do poorly in history because weak memory skills prevent them from retaining facts. Some students are weak in sequential ordering and can't follow directions. They may test poorly and often don't do well in mathematics. In these cases, Dr. Levine observes, the problem is not a lack of intelligence but a learning style that doesn't fit the assignment. Drawing on his pioneering research and his work with thousands of students, Dr. Levine shows how parents and teachers can develop effective strategies to work through or around these weaknesses. "It's taken for granted in adult society that we cannot all be 'generalists' skilled in every area of learning and mastery. Nevertheless, we apply tremendous pressure to our children to be good at everything. They are expected to shine in math, reading, writing, speaking, spelling, memorization, comprehension, problem solving...and none of us adults can" do all this, observes Dr. Levine. Learning begins in school but it doesn't end there. Frustrating a child's desire to learn will have lifelong repercussions. This frustration can be avoided if we understand that not every child can do equally well in every type of learning. We must begin to pay more attention to individual learning styles, to individual minds, urges Dr. Levine, so that we can maximize children's learning potential. In A Mind at a Time he shows us how.
 

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A MInd At A Time

User Review  - 4321xyz - Overstock.com

This is an excellent book to read if you or your child is struggling with learning problemsdifficulties. The author takes a non traditional approach he doesnt label students he centers on their ... Read full review

User Review  - Overstock.com

Levines A Mind at a Time is one of the bestwritten books on understanding what makes learning an individual process for every child. Whether your child is gifted learning disabled both or in between you will benefit great by reading this work. Read full review

Contents

A MINDS POSSIBILITIES
23
EIGHT SYSTEMS
30
HOW A MINDS PROFILE COMES TO BE
38
SPLITTING RATHER THAN LUMPING
46
THE MENTAL ENERGY CONTROLS
57
THE INTAKE CONTROLS
63
THE OUTPUT CONTROLS
75
THE IMPACTS OF THE ATTENTION CONTROLS
82
CRITICAL THINKING
203
CREATIVE THINKING
209
THE HIGHER THINKING SYSTEM
215
THE BIG THREE SOCIAL MISSIONS
225
ARE SOME KIDS TOO SUCCESSFUL SOCIALLY?
239
When a Mind Falls Behind
245
WHEN BAD THINGS HAPPEN TO GOOD PROFILES
260
FOCUSING ON IDENTIFYING
268

Remembering to Learn and Learning
90
ACTIVE WORKING MEMORY
99
LONGTERM MEMORY
104
A FEW MORE MEMORY DIFFERENCES
114
Our Language System
120
LANGUAGE LEVELS
128
THE SPECIAL CHALLENGE OF LANGUAGE PRODUCTION
143
SPATIAL ORDERING
160
WHICH WOULD
166
FORMS OF MOTOR FUNCTION
172
KEEPING A WATCHFUL EYE ON MOTOR
184
CONCEPTUAL THINKING
192
Getting a Mind Realigned
277
ACCESSING SPECIAL SERVICES IN SCHOOL
287
Homesfor All Kinds of Minds
295
TRYING NOT TO HARM
302
MAINTAINING AN INTELLECTUAL LIFE AT HOME
305
THEIR MEANINGFUL INVOLVEMENT IN A CHILDS LEARNING
314
GREATER AVAILABILITY OF OPTIONS FOR SUCCESS
321
THE EDUCATIONAL AMBIANCE
331
HELPFUL READINGS AND OTHER RESOURCES
337
INDEX
343
Copyright

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About the author (2002)

Dr. Mel Levine is a professor of pediatrics at the University of North Carolina Medical School and the director of the university's Clinical Center for the Study of Development and Learning. He is also the founder and cochair of All Kinds of Minds, a nonprofit institute that develops products and programs to help parents, teachers, clinicians, and children deal with differences in learning. A Rhodes scholar and graduate of Harvard Medical School, Dr. Levine lives on a farm in Rougemont, North Carolina, with his wife, Bambi, and many animals.