We're Born to Learn: Using the Brain's Natural Learning Process to Create Today's Curriculum

Front Cover
Corwin Press, Mar 18, 2011 - Education - 248 pages
1 Review

Teach students to take responsibility for their own success!

This updated edition of the bestselling and award-winning book on the brain’s natural learning process brings new research results and applications in a power-packed teacher tool kit. Rita Smilkstein shows teachers how to create and deliver curricula that help students become the motivated, successful, and natural learners they were born to be. Updated features include:

  • Guidelines for using the six-step Natural Human Learning Process (NHLP) for lesson planning and test preparation
  • New information on how technology and Internet research affect student learning
  • Practical methods for giving all students the tools they need to achieve
 

What people are saying - Write a review

User Review - Flag as inappropriate

An excellent book to know your child's development.

Contents

Introduction
1
Why Study the Brain?
2
Experienced Educators and the Research
3
Where We Have Been
5
Where We are Today
6
This Book
7
Part I Research in the Classroom and in the Brain Lab
9
Chapter 1 Learning and Teaching
11
Achievement
114
Age and Achievement
117
Technology SelfTaught
118
Part II Theory and Application
123
Chapter 6 Sequencing of the Curriculum
125
The Missing Link
126
Converging Research
128
The Theory and Guide
131

The Natural Human Learning Process and Brain Research
19
The Breakthrough Classroom
20
The ResearchBased Stages Curriculum and Lesson Plans
21
The Natural Human Learning Process NHLP The Missing Link The Breakthrough
23
An Example of Childrens Critical and Creative Thinking in School
26
The Natural Human Learning Process and School
29
Natural Human Learning Process NHLP Research
32
Research Reports
38
The Importance of Making Mistakes
45
Where We Go from Here
46
The Natural Learning Process
47
Introducing the Brain
48
Getting to Know the Brain
49
How the Brain Learns
51
Convergence of Ceiling Levels and Neural Networks
56
Experience and Brain Growth
58
Constructivism
61
How the Brain Thinks and Remembers
67
The Brains Innate Resources and Rules
69
Childrens Brains and Adults Brains
72
The Brain Grows Holistically and with Plasticity
74
Implications for Curriculum Development
75
Not Judging a Book by its Cover
76
What about Piaget?
77
The Breakthrough Theory of Learning
79
Chapter 4 Personal Experience Individual Differences and Learning
81
Negative and Positive SelfImage Networks
83
Learning from Experience
86
Learning Styles Preferences and Multiple Intelligences
88
Gifted Students
91
Special Needs Learning Differences Autism ADD and ADHD
93
See if You can Figure This Out
96
Tests
97
Developing the Potential of Every Student
100
Beyond Individual Differences
101
Metacognition Motivation SelfEvaluation Achievement and Technology SelfTaught
103
Intrinsic Rewards
106
Removing the Barriers
108
Another Metacognitive Experience
112
Planning the Sequence of Units or Topics in a Curriculum
134
Learning Activities for Units and Topics
136
Students and the NHLP
138
Developing a Curriculum
143
Young Students Thinking at a High Level
146
The NHLP in the Classroom
147
Chapter 7 The Pedagogical Model and Guidelines
151
Four Effective Instructional Practices
156
NHLP Pedagogical Guidelines
157
NHLP Unit Curriculum for Teaching Students How to Write a Narrative Essay
163
Assessment
168
Education Courses or Faculty Development Programs
173
Good News
177
Part III Using the Brains Natural Learning Process to Create Curricula
179
Chapter 8 BrainBased Natural Learning Across the Curriculum
181
Safety
185
The Opportunity to Learn Naturally
186
The Critical First Stages
187
Front Loading
194
A Science Learning Activity about the Concept of Buoyancy
195
A Unit for Library Orientation
197
A Unit for Introduction to Safety Procedures
199
A Science Learning Activity about Water
201
A Unit for Learning How to Take Lecture Notes
202
The NHLP Planning Guidelines and Pedagogy
203
Chapter 9 Curriculum Development for Units Courses and Programs
205
Where to Start
206
Curriculum Development Guidelines
207
A Unit on Literal and Inferential Meaning
208
A Unit on an Introduction to Egypt
211
A Unit on an Introduction to Fractions
213
A Sequence of Units for a Whole Course
215
A Learning Community Curriculum for a Whole Course
221
Courses in a Program
229
Final Words
231
References
233
General Bibliography
239
Index
241
Copyright

Other editions - View all

Common terms and phrases

About the author (2011)

Dr. Smilkstein speaks internationally on brain-compatible education. She has taught in middle school through graduate school including 28 years at North Seattle Community College. She is currently Professor Emerita North Seattle Community College and invited faculty in Educational Psychology at Western Washington's Woodring College of Education, Everett Campus. Her publications include articles and books on brain-based curriculum and pedagogy. She is the author of We're Born to Learn: Using the Brain's Natural Learning Process to Create Curriculum, which won the Delta Kappa Gamma International Society's Educator's Award of the Year, 2004. She has received many teaching awards, including Induction as a Fellow of the American Council of Developmental Education Associations,2006, the highest honour in the field of Developmental Education.

Bibliographic information