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The unschooled mind : how children think and how schools should teach / by Gardner, Howard,1943-(CARDINAL)142486;
Includes bibliographical references (pages 265-291) and indexes.Introduction : the central puzzles of learning -- Conceptualizing the development of the mind -- Initial learnings : constraints and possibilities -- Knowing the world through symbols -- The worlds of the preschooler : the emergence of intuitive understandings -- The values and traditions of education -- The institution called school -- The difficulties posed by school : misconceptions in the sciences -- More difficulties posed by school : stereotypes in the social sciences and the humanities -- The search for solutions : dead ends and promising means -- Education for understanding during the early years -- Education for understanding during the adolescent years -- Toward national and global understandings.1440L
Subjects: Cognitive learning.; Education;
Available copies: 1 / Total copies: 1
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The unschooled mind : how children think and how schools should teach / by Gardner, Howard,1943-(CARDINAL)142486;
Includes bibliographical references (pages 287-310) and indexIntroduction: the central puzzles of learning -- I: The "natural" learner -- Conceptualizing the development of the mind -- Initial learnings: constraints and possibilities -- Knowing the world through symbols -- The worlds of the preschooler: the emergence of intuitive understandings -- II: Understanding educational institutions -- The values and traditions of education -- The institution called school -- The difficulties posed by school: misconceptions in the sciences -- More difficulties posed by school: stereotypes in the social sciences and the humanities -- III: Toward education for understanding -- The search for solutions: dead ends and promising means -- Education for understanding during the early years -- Education for understanding during the adolescent years -- Toward national and global understandings"I like to invoke the image of figure and ground. In any scene, certain elements stand out as figures, as dominant foci, against a less prominent background, which (ideally) supports the central figure. At present, test scores and rankings have become figures, so dominant that they virtually occlude everything else. In my preferred portrait of education, a well-schooled mind becomes the central figure--a mind that truly understands disciplinary ways of thinking and one that also encourages respectful and ethical behavior. All the rest--including the instruments of accountability should be in the backgroud, providing support for that central, powerful image. Why the current ideal of school focuses so much on a certain view of knowledge, transmitted in a certain way, and documented in a certain way, is a question for historians and policy makers: That it has taken this turn is a source of regret to those of us who harbor a different view of knowledge and education."--The introduction by the author (p. xxviii)1440L
Subjects: Cognitive learning.; Education;
Available copies: 1 / Total copies: 1
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Teaching minds : how cognitive science can save our schools / by Schank, Roger C.,1946-2023.(CARDINAL)513299;
Includes bibliographical references (pages 221-222).
Subjects: Cognitive learning.; Learning, Psychology of.; Cognitive science.; Education.;
Available copies: 1 / Total copies: 1
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How children learn / by Holt, John Caldwell,1923-1985.;
Subjects: Cognition in children.; Education.; Learning.;
Available copies: 1 / Total copies: 1
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Peak learning : how to create your own lifelong education program for personal enlightenment and professional success / by Gross, Ronald.(CARDINAL)128048;
Includes bibliographical references (pages 308-309) and index.
Subjects: Self-culture.; Cognitive styles.; Learning, Psychology of.; Learning.;
Available copies: 1 / Total copies: 1
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Talkers, watchers, and doers : unlocking your child's unique learning style / by Fuller, Cheri.(CARDINAL)768641;
Includes bibliographical references (pages 167-168).No two children learn alike -- Identifying your child's learning style -- Discovering your own learning style -- Talkers and listeners -- Doers and touchers -- Watchers -- How learning styles impact reading skills -- Discovering your child's talents and gifts -- Developing your child's talents and gifts -- Handling weaknesses so they don't block strengths -- Learning-different people who achieved.
Subjects: Learning.; Cognitive styles in children.; Education;
Available copies: 2 / Total copies: 2
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Comprehension instruction : research-based best practices / by Parris, Sheri R.,editor.; Headley, Kathy,editor.;
Includes bibliographical references and index."All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. Subject Areas/Key Words: assessments, CCSS, classrooms, close reading, cognition, Common Core standards, Common Core State Standards, digital literacies, elementary, English language learners, fiction, informational texts, instruction, literacy methods, multimodal literacies, neuroscience, new literacies, nonfiction, reading comprehension, secondary, teaching, text complexity, theory Audience: K-12 classroom teachers, reading specialists, and coaches; teacher educators and graduate students. "--
Subjects: Reading comprehension.; Cognitive learning.; Action research in education.;
Available copies: 1 / Total copies: 1
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Brain-based early learning activities : connecting theory and practice / by Darling-Kuria, Nikki.(CARDINAL)498591;
Includes bibliographical references."Birth to age 8"--Cover.The brain : its parts and their functions in learning and memory -- Creating brain-compatible learning environments -- Putting theory into practice -- Brain-based learning activities.
Subjects: Cognitive learning.; Brain.; Effective teaching.; Early childhood education.;
Available copies: 1 / Total copies: 1
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The scientist in the crib : minds, brains, and how children learn / by Gopnik, Alison.(CARDINAL)634832; Meltzoff, Andrew N.(CARDINAL)634833; Kuhl, Patricia K.(Patricia Katherine),1946-(CARDINAL)535077;
Includes bibliographical references (pages 227-264), and index.
Subjects: Cognition.; Cognition in children.; Learning, Psychology of.;
Available copies: 3 / Total copies: 3
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From brain to mind : using neuroscience to guide change in education / by Zull, James E.(James Ellwood),1939-(CARDINAL)811541;
Includes bibliographical references and index.The natural journey from brain to mind -- The great transformation; changing perception into action, and vice versa -- Finding the freedom, finding the joy: emotion and progress toward mind -- Toward deeper learning: growth of mind by making meaning and creating ideas -- Getting the picture: images and other neuronal patterns for building mind -- Basics: the symbolic brain and education (language, mathematics, and music) -- Creating memory: foundations and superstructure for the mind -- Using memory: the ultimate destination in the journey -- Purpose and principles for education: organizing knowledge and serving learners -- The connecting thread: knowing our own mind.
Subjects: Learning; Learning, Psychology of.; Cognitive neuroscience.;
Available copies: 1 / Total copies: 1
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