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Chapter 1
: The Brain and the Mind
Learning is physiological
Brain and mine are equal parts inherited and developed
ALL functions are chemical or electrical
Brain chemicals come from: 1. Genetics 2. Hormones 3. External Events 4. Food and Air
Chapter 2
: Learning (Mediation): How, Why, What
Mind mediation
requires the what, why, and how.
The brain processes different at different stages
Beginner learners cannot learn like a novice
Focus less on content and more on why!!
Chapter 3:
Abstract Representational Systems
Language creates abstract systems
Poverty survival depends on sensory & non-verbal
There are 5 registers of languages:
frozen, formal, consultative, casual, intimate
School survival depends on verbal and abstracts
Abstractions
Stored as visual or auditory
Learned
presentational systems
Mental models (story) tell prupose or pattern of subject area
Chapter 4
: Abstract Processes (how)
The mind has procedures to follow for learning
Input Strategies
are goal planning, detail focusing, control impulse, exploring data, using the right words and labels
Sorting, question making, planning to control impulsivity, and planning and labeling tasks are good way to use input strategies
Sorting helps to chunk information for easier processing
Question stems are good for reading-objectives
Without plans, emotional need or association determines outcomes- that is rarely postiive
Planning and labelings gives way to the WHY
Chapter 5
: Mental Models- Blueprints of the Subject Matter (the Why)
Everyone has mental models
All subjects have personal mental models
Mental models help sort things
Mental models are two dimensional drawings in the mind
There are 4 generic mental models:
space, time, part to whole, and formal register
.
Chapter 6:
Content (the What)
Content is taught better when the "how" and the "why" are direct-taught
Organized by disciplines
What precedes the content is more important
Chapter 7
: Motivation for Learning
No relationship=No motivation to learn
Support and nurturing relationships help developmental stages to full process:
ability to attend, engage, to be intentional, to form complex interactive patterns, to create ideas, and to connect images and idea.
Relationships need emotional deposits and withdraws
Teachers should call on everyone equally
Give individual help
Allow students enough time to answer
Ask questions to give clues and require more thought
Give praise and listen
Gives physical touch (appropriately)
Being accepting of feelings and be courteous
Takes a personal interest in students
Doesn't get onto students for every little thing
Support, insistence, high expectations
are part of mutual respect and good relationship
Mutual respect is taught and learned
Chapter 8
: Difficult Students, Difficult Classroom
Go over and over directly for processes and procedures of the class
Direct-teach mental models for fewer problems
Build relationships
Build a structured agenda
Use choice/consequences for no non-sense discipline
Use goal setting for students to work toward something
Contract systems for student buy-in
Create seperation where needed
