With updated research, revised sections on leadership, and new anecdotes, this second edition helps teachers and students reach higher performance levels based on how the brain learns.
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Editorial Reviews
Review
"Validates researchers’ and educators’ commitment to scholarly, research-driven practices that are proven in the field." (Dorothy Lee Gottshall, Instructor )
“An excellent resource for teachers striving to improve student achievement by focusing on how the brain learns. I will be able to reach more students and enable them to have deeper understandings than they would have had I not read this book. The information is timely and relevant, and the need for this information will not lessen as time goes by.” (Marcia Carlson, Sixth-Grade Teacher )
"For those educators passionate about practicing their craft, this book provides a blueprint for deliberate, thoughtful, and engaging teaching strategies. It is a must for anyone concerned with the question of how to be more effective in the classroom." (D. Allan Bruner, Science/Math Chair )
"Brings back the importance of teachers and what they do every day. It was empowering to receive validation for the way I ran my classroom. This book is full of scenarios, significant points, questions to ask yourself, steps to take, and bridges to the practical." (Pattie Thomas, School Improvement Specialist )
“An excellent resource for teachers striving to improve student achievement by focusing on how the brain learns. I will be able to reach more students and enable them to have deeper understandings than they would have had I not read this book. The information is timely and relevant, and the need for this information will not lessen as time goes by.” (Marcia Carlson, Sixth-Grade Teacher )
"For those educators passionate about practicing their craft, this book provides a blueprint for deliberate, thoughtful, and engaging teaching strategies. It is a must for anyone concerned with the question of how to be more effective in the classroom." (D. Allan Bruner, Science/Math Chair )
"Brings back the importance of teachers and what they do every day. It was empowering to receive validation for the way I ran my classroom. This book is full of scenarios, significant points, questions to ask yourself, steps to take, and bridges to the practical." (Pattie Thomas, School Improvement Specialist )
About the Author
Renate Nummela Caine is a principal of Caine Learning LLC and consultant to districts, schools, teachers, administrators, and communities to implement brain-based learning. She is the senior author, with Geoffrey Caine, of the groundbreaking Making Connections: Teaching and the Human Brain. She has worked with countless educators in the U.S. and around the globe. Recently, Renate and Geoffrey Caine worked with a low-income, underachieving K-5 elementary school in California to help teachers design more innovative teaching strategies using the brain/mind learning principles and district standards.
Caine is professor emeritus of education at California State University in San Bernardino, where she was also executive director of the Center for Research in Integrative Learning and Teaching. She has taught every level from kindergarten to university. She earned her PhD from the University of Florida in educational psychology.
Karl Klimek is the Executive Orchestrator of the Square One Education Network, a nonprofit organization that incorporates brain/mind learning theory and practices in schools, with special focus on science, technology, engineering, and mathematics projects (www.squareonenetwork.org). He is lead author of Generative Leadership: Shaping New Futures for Today’s Schools (2008, Corwin Press), co-author of 12 Brain-Mind Learning Principles in Action: Developing Executive Functions of the Human Brain (2004 / 2008, Corwin Press) and has taught in Washington, Wyoming, and Michigan at both the public school and university levels. His school administrative experience includes service as a principal and as assistant superintendent for curriculum and instruction in a suburban Detroit, Michigan district. Karl is President of 2 Perspectives: Learning Through Leadership (www.2perspectives.us.com) and has worked extensively in career and technology education developing state and federal programs. He is a Senior Associate of the Caine Learning Institute, Idyllwild, CA and is Board Vice President of the Natural Learning Research Institute. Karl received his undergraduate degree in education from Central Washington University and his master’s in educational leadership from Eastern Michigan University. He is recognized for his practical and enthusiastic presentations as a speaker and project development/design facilitator.
Geoffrey Caine, a director of Caine Learning LLC, is a learning consultant and process coach. Caine has been published extensively and is co-author of six books, including Making Connections: Teaching and the Human Brain. His work carries him throughout the United States and abroad. He works in the worlds of education, business, and government, where he capitalizes on his prior experiences as a professor of law, an education services manager of a national software company, a state manager of a national publishing company, and national director of the Mind/Brain Network of the American Society for Training and Development.
He has given keynote addresses or made presentations to the Campaign for Learning in the United Kingdom, the World Conference on Education for All, the Eighth International Conference on Thinking, the Whole Schools Institute sponsored by the Mississippi Arts Commission, and numerous other national and regional organizations and associations. Caine's major interest is in how best to improve the ways in which people learn together. He directs his attention to the arts of deep listening, dwelling in the question, and processing experience for the lessons it has to offer.
Caine is professor emeritus of education at California State University in San Bernardino, where she was also executive director of the Center for Research in Integrative Learning and Teaching. She has taught every level from kindergarten to university. She earned her PhD from the University of Florida in educational psychology.
Karl Klimek is the Executive Orchestrator of the Square One Education Network, a nonprofit organization that incorporates brain/mind learning theory and practices in schools, with special focus on science, technology, engineering, and mathematics projects (www.squareonenetwork.org). He is lead author of Generative Leadership: Shaping New Futures for Today’s Schools (2008, Corwin Press), co-author of 12 Brain-Mind Learning Principles in Action: Developing Executive Functions of the Human Brain (2004 / 2008, Corwin Press) and has taught in Washington, Wyoming, and Michigan at both the public school and university levels. His school administrative experience includes service as a principal and as assistant superintendent for curriculum and instruction in a suburban Detroit, Michigan district. Karl is President of 2 Perspectives: Learning Through Leadership (www.2perspectives.us.com) and has worked extensively in career and technology education developing state and federal programs. He is a Senior Associate of the Caine Learning Institute, Idyllwild, CA and is Board Vice President of the Natural Learning Research Institute. Karl received his undergraduate degree in education from Central Washington University and his master’s in educational leadership from Eastern Michigan University. He is recognized for his practical and enthusiastic presentations as a speaker and project development/design facilitator.
Carol Lynn McClintic is an educational leader with diverse experience as a teacher at numerous levels, including preschool, elementary, middle, high, and university. She is a master teacher (over eighteen student teachers, plus BITSA and peer coach), a mentor teacher, and a model teacher. She has led and co-led many workshops for her district, taught numerous education extension classes for teachers at local universities-including co-creating a certificate program for conflict resolution-been a coordinator for university and district grant programs, and consulted with Caine Learning since 1995, participating in workshops throughout the United States.
McClintic has co-authored the book Wouldn’t It Be Wonderful: A Guide to Teaching in the Twenty-first Century and co-written an article with Geoffrey and Renate Nummela Caine. She has received several awards and retired from active teaching in 2002 after thirty-five years.
Geoffrey Caine, a director of Caine Learning LLC, is a learning consultant and process coach. Caine has been published extensively and is co-author of six books, including Making Connections: Teaching and the Human Brain. His work carries him throughout the United States and abroad. He works in the worlds of education, business, and government, where he capitalizes on his prior experiences as a professor of law, an education services manager of a national software company, a state manager of a national publishing company, and national director of the Mind/Brain Network of the American Society for Training and Development.
He has given keynote addresses or made presentations to the Campaign for Learning in the United Kingdom, the World Conference on Education for All, the Eighth International Conference on Thinking, the Whole Schools Institute sponsored by the Mississippi Arts Commission, and numerous other national and regional organizations and associations. Caine's major interest is in how best to improve the ways in which people learn together. He directs his attention to the arts of deep listening, dwelling in the question, and processing experience for the lessons it has to offer.
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Most Helpful Customer Reviews
2 of 3 people found the following review helpful:
5.0 out of 5 stars
This edition has been substantially revised for new leadership tips and expanded information on 'process learning circles',
By Midwest Book Review (Oregon, WI USA) - See all my reviews
This review is from: 12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human Brain (Paperback)
The 2nd edition of 12 Brain/Mind Learning Principles in Action is an important consideration for any teacher or school leader, providing a basic framework based on how the brain learns and updating research sections in every chapter. This edition has been substantially revised for new leadership tips and expanded information on 'process learning circles', and includes focused questions, guided research, discussion topics, and more. Whether for interactive or individual study, it's invaluable.
4.0 out of 5 stars
12 Mind Brain Priciples,
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Amazon Verified Purchase(What's this?)
This review is from: 12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human Brain (Paperback)
As far as text books go, this contained useful information presented in a logical manner. The subject matter reflected current scientific research on the brain, with useful strategies for teaching students of all ages.
3 of 6 people found the following review helpful:
2.0 out of 5 stars
expensive and pretensive,
By An English Teacher (Murray, Ky.) - See all my reviews
Amazon Verified Purchase(What's this?)
This review is from: 12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human Brain (Paperback)
I bought this book because it seemed impressive and had no bad reviews. Do not make the same mistake. Do not buy this book. It's tone is preachy and shallow. It's boring, and you don't get many ideas or connections to your teaching. What a waste of money this purchase was. "Research Based Strategies to Ignite Student Learning" by Judy Willis is a much better (and cheaper) read. It is possible Eric Jensen's "Teaching with the Brain in Mind" is a better choice also, though i have NOT read it; it is a more reasonable price. Buyer beware, do not buy 12 Brain/Mind Learning Principles!
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Key Phrases - Statistically Improbable Phrases (SIPs):
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learning capacity, process learning circles, learning engages the physiology, ordered sharing, orchestrated immersion, meaning help students, relaxed alertness, innate search, empowering leader, veridical knowledge, peripheral perception, adaptive decision making, attention perceive, essential biographical, instructional approach, active processing, foundational skill, wholes simultaneously Key Phrases - Capitalized Phrases (CAPs): (learn more)
Mind Learning Principles, Mastering the Vocabulary, Civil War, Complex Experience, Complex Learning Is Enhanced, All Learning Engages the Physiology, Getting Started, Least Two Approaches, Mind Is Social, Emotions Are Critical, Bill of Rights, Each Brain Is Uniquely Organized, National Teaching Standards, Learning Is Developmental, Foundational Skill One, United States, Practical Let, World Wide Web, Kaiser Family Foundation, Reggio Emilia, Learning Principles Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
learning capacity, process learning circles, learning engages the physiology, ordered sharing, orchestrated immersion, meaning help students, relaxed alertness, innate search, empowering leader, veridical knowledge, peripheral perception, adaptive decision making, attention perceive, essential biographical, instructional approach, active processing, foundational skill, wholes simultaneously Key Phrases - Capitalized Phrases (CAPs): (learn more)
Mind Learning Principles, Mastering the Vocabulary, Civil War, Complex Experience, Complex Learning Is Enhanced, All Learning Engages the Physiology, Getting Started, Least Two Approaches, Mind Is Social, Emotions Are Critical, Bill of Rights, Each Brain Is Uniquely Organized, National Teaching Standards, Learning Is Developmental, Foundational Skill One, United States, Practical Let, World Wide Web, Kaiser Family Foundation, Reggio Emilia, Learning Principles Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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