Natural learning for a connected world : education, technology, and the human brain /
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| Author / Creator: | Caine, Renate Nummela. |
|---|---|
| Imprint: | New York : Teachers College, c2011. |
| Description: | xiv, 240 p. : ill. ; 26 cm. |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/8369732 |
Table of Contents:
- Foreword
- Acknowledgements
- Introduction
- Part I. Two Fundamentally Different Views of Learning
- 1. Who and What Are Educating Our Children?
- Two Competing Worlds
- Introduction to How People Learn Naturally
- 2. How Is Technology Impacting the World of Traditional Education?
- Which System of Education Is Winning?
- Tensions Generated by Introducing Technology Into Formal Education
- Rescuing the Future
- Resolving the Problem of Technology Can Give Life to the Other Purposes of Education
- 3. What Are the Powerful Beliefs About Learning and Teaching That Keep Education Frozen in Place?
- Memes: Ideas that Govern Themselves
- Where Do We Go from Here?
- 4. What Do Students Need in Order to Successfully Prepare for the Future?
- What Does Education Need to Accomplish? An Emerging Consensus
- The Executive Functions of the Human Brain
- What Does This Mean for Education?
- Part II. What is Natural About Learning?
- 5. The Perception/Action Dynamic: The Foundation for Learning from Life
- The Perception/Action Dynamic
- The Perception/Action Dynamic in Adolescence
- The Perception/Action Cycle
- 6. The Science Behind the Perception/Action Cycle
- The Organization of the Brain Through the Lens of Perception and Action
- How the Cortex Develops
- An Example That Blends Life and Science
- The Central Role of Questions and Decision Making
- 7. Perception/Action Learning
- Goal-Directed Perception/Action Learning
- Divergent Paths in Teaching
- 8. Goals and Outcomes: Building Rich Neural Networks Requires Real-World Knowledge
- Knowledge Networks
- Qualities of Knowledge Networks
- Schools Versus Videotech
- The Challenge for Education
- 9. Side by Side: Traditional and Perception/Action Learning
- Traditional Instruction
- Perception/Action Learning
- What Changes with the Perception/Action Learning Approach?
- Part III. The Body/Mind Connection
- 10. Motivation: The Engine That Drives Perception/Action Learning
- Just What Is Motivation?
- What Motivates Students Intrinsically?
- What are the Indicators of Intrinsic Motivation in the Lives of Students?
- Extrinsic Motivation Rules in Traditional Education
- How is Perception/Action Learning Different?
- 11. The Optimal State of Mind for Learning
- Mind States
- The Brain's Two Opposing Tendencies-The High Road and the Low Road
- What Does a Positive Mind State Look Like in a Class or School?
- Next Steps and a Word of Caution
- 12. How the System Engages the Low Road
- The Big Picture
- Ways in Which the System Induces the Low Road
- Does Everything About Traditional Education Induce the Low Road?
- 13. Working with Biological Predispositions
- A Map for Educators
- The Low Road Revisited
- Where to Begin?
- 14. How a Village, School, and Society Teach
- The Biological Foundations of Social Learning
- Implications for Education
- Part IV. The Guided Experience Approach
- 15. Implementing the Guided Experience Approach: The Three Critical Elements
- Three Foundational Elements That Undergird the Guided Experience Approach
- Two Running Examples
- 16. Relaxed Alertness
- Organization and Structure at Bridgewater
- The Philosophy and Culture of High Tech High
- 17. Orchestrated Immersion
- Standards
- The Phases
- The Guided Experience Approach Expanded
- How Bridgewater Strengthens the Guided Experience Approach
- 18. Active Processing
- The Spirit of Process
- Active Processing Fleshes Out and Enlivens the Guided Experience Approach
- 19. Window Into Tomorrow
- Glossary
- References
- Index
- About the Authors
