Summary
This chapter taught the distinction between the brain and the mind. While about half of who you are comes from genetics, the other half comes from your environment. You learn through a series of chemical and electrical interactions, meaning that learning is physiological. The chapter also spoke to “mediation”, which through abstract representational systems helps to build abstract structures in the mind. One thing that must be mentioned is focusing on meditation, point out the stimulus (the what), give it meaning (the why), and provide a strategy (the how).

Summary
Chapter 2 describes the 5 levels that an individual progress through, from novice to expert. The chapter also explains why it would not be beneficial for someone at a higher level to be taught the same as someone on a lower level. The chapter also stresses the importance of the three components of mediation: what, why and how. Lastly, memory functions are broken into Taxon (new learners) and Locale (experienced learners). These functions show the importance of utilizing mediation for new learners. In our classrooms we must focus on all three components of mediation, if we do not our new learners may not be able to complete the work.

• There are 5 levels that can identify where a learner is; Novice, Advanced Beginner, Competent, Proficient, and Expert

Summary
This chapter enforces that success and mediation are related. There are 5 different registers that are strongly tied to social class. It is common for a person from generation poverty to be only familiar with casual language. One reason discussed is the amount of words spoken in the household between the ages of 1 -3 in 3 different household classes. We use language to create abstract systems, they are learned in that way. The difference in surviving in poverty and school is that in poverty you must be no verbal and sensory based, in school you must be abstract and verbal. As teachers we must teach our student how to survive, they must learn to use the abstract representational system. It is this way in that they will learn.

Summary
Input strategies are assumed to already be known, but some students do not have them. They are not typically taught because we do not know how to teach them. However, they can be taught directly to the students. There are 3 strategies mentioned in this chapter. Input strategies are the quantity and quality of the data gathered. Elaboration strategies us that data. Output strategies is the communication of the data. The chapter goes into detail on the 12 points of input strategies and give examples of each. There are 4 processes that will assist in delivering the content. Sorting, using patterns which states that detail isn’t remembered over time but patterns are. If you can teach the content in patterns it will help the student sort what is and isn’t important in the lesson. Question making can help develop critical thinking skills. Planning to control impulsivity discuss the importance of planning out your day/week. Having a plan in place helps to reach goals and finish task. Planning and labeling tasks speaks about having task in a systematic method. Labeling each task of a project or job allows the student the check off each task as it is completed.

Summary
Everyone has abstract information in our minds, we use mental models to hold that information. Mental models help us sort our mind with what is and is not important, these mental models are like blueprints in our minds. Mental models help reduce the amount of time needed to teach. The first generic mental model is space, this is important to have because you mind must have a way to track your body. The second is time, without time you can sequence which would end in not being able to control impulsivity leading to criminal behavior. Part to whole is being able to identify the parts of anything to form a whole. Formal register is the currency of work and school, it is critical to understand this.

Summary
The content (the What) is what is primarily focused on, once the processes and blueprints of the subject matter is taught it generally falls into place. All content is organized by the disciplines/mental models. The discipline is important because they help to focus on what is and is not important. Another critical component is the amount of time spent teaching the content. If you do not spend enough time on the important content the learner will not be able to see it has important and will not sufficiently learn it.

Summary
Being interactive, having respect, and obtaining respect with you students are all critical components of learning. In the classroom you must be able to recognize the relationships of mutual respect. Teachers must be able to support, insist, and have high expectations to build the relationship needed to teach and have students truly learn. In the classroom the teacher cannot just be nice so the student will be nice to them. Learning is emotional and mostly all learning starts with significant relationships. The 6 stages of learning occur when relationships are supportive and nurturing. Some ways to give mutual respect are calling the student by their name, speaking respectfully, and help when the student needs help.

Summary
This chapter discuss ways to keep the students focused and on point in the classroom. There are less problems occurring when students are learning. 95% of discipline problem occur in the first and last 5 minutes of the class, you must direct teach the processes and procedures for your room. You must be personally strong to get respect from your students, if you are not you will not be respected. Your students need to abide by a punctual task by time procedure. Another way to prevent discipline problems is to have to students work together, they are going to talk anyway. Have them talk about learning and this will prevent difficulty.