"Different minds learn differently," writes Dr. Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don't fit the way they are being taught. In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns,…mehr
"Different minds learn differently," writes Dr. Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don't fit the way they are being taught. In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns, explaining how they can strengthen a child's abilities and either bypass or help overcome the child's weaknesses, producing positive results instead of repeated frustration and failure. Consistent progress can result when we understand that not every child can do equally well in every type of learning and begin to pay more attention to individual learning patterns -- and individual minds -- so that we can maximize children's success and gratification in life. In A Mind at a Time Dr. Levine shows us how.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Mel Levine, M.D., is professor of pediatrics at the University of North Carolina Medical School and director of its Clinical Center for the Study of Development and Learning. He is the founder and cochairman of All Kinds of Minds, a nonprofit institute for the understanding of differences in learning, and the author of two previous national best-selling books, A Mind at a Time and The Myth of Laziness. He and his wife, Bambi, live on Sanctuary Farm in North Carolina.
Inhaltsangabe
Contents Acknowledgments 1 A Mind at a Time: Introduction A Mind's Possibilities A Pediatric Perspective 2 The Ways of Learning How Learning Works Eight Systems Neurodevelopmental Profiles How a Mind's Profile Comes to Be How Lifestyles May Affect Learning Styles Splitting Rather Than Lumping The Early Detection of Dysfunction Some Adult Implications 3 Conducting a Mind: Our Attention Control System The Mental Energy Controls The Intake Controls The Output Controls The Impacts of the Attention Controls Minds over Time: Keeping a Watchful Eye on the Attention Controls as Children Age Practical Considerations 4 Remembering to Learn and Learning to Remember: Our Memory System Short-term Memory Active Working Memory Long-term Memory A Few More Memory Differences The Outlook Minds over Time: Keeping a Watchful Eye on Memory as Children Age Practical Considerations 5 Ways with Words: Our Language System The Different Languages That Make Up Language Language Levels The Special Challenge of Language Production Language and Its Ambassadorial Functions Minds over Time: Keeping a Watchful Eye (or Ear) on Language as Children Age Practical Considerations 6 Making Arrangements: Our Spatial and Sequential Ordering Systems Sequential Ordering Spatial Ordering Spatial Versus Sequential Ordering: Which Would You Rather Be Good At? Minds over Time: Keeping a Watchful Eye on Sequential and Spatial Ordering as Children Age Practical Considerations 7 Mind over Muscle: Our Motor System Forms of Motor Function Minds over Time: Keeping a Watchful Eye on Motor Function as Children Age Practical Considerations 8 Some Peeks at a Mind's Peaks: Our Higher Thinking System Conceptual Thinking Problem-Solving Thinking Critical Thinking Rule-Guided Thinking Creative Thinking pardThe Role of Intuitive Thinking in Influencing All Forms of Higher Thinking The Higher Thinking System and the Other Neurodevelopmental Systems Minds over Time: Keeping a Watchful Eye on Higher Thinking as Children Age Practical Considerations 9 Relating to Relating: Our Social Thinking System The Big Three Social Missions Social Functions and Dysfunctions Are Some Kids Too Successful Socially? Minds over Time: Keeping a Watchful Eye on Social Thinking as Children Age Practical Considerations 10 When a Mind Falls Behind Constructing Neurodevelopmental Profiles Identifying the Breakdown Points When Bad Things Happen to Good Profiles Mining a Child's Precious Assets Identifying and Understanding Emotional Complications Hows Instead of Whys: Focusing on Identifying and Fixing the Breakdowns Instead of Their Causes The Benefits and Dangers When a Child's Mind Is Tested Roadblocks and Outcomes in Adulthood 11 Getting a Mind Realigned (but Not Redesigned) Management by Profile Accessing Special Services in School The Use of Medication Coaching and Mentoring Raoul: An Example of a Child Who Was Managed by Profile 12 Raisin' Brain: Homes for All Kinds of Minds Know Thy Child Responding to Gaps Fostering Strengths, Knacks, Talents, Intuitions, and Affinities Trying Not to Harm Supporting Education Maintaining an Intellectual Life at Home Fostering Optimism and a Positive View of the Future 13 The Right to Differ: Schools for All Kinds of Minds Teachers: Their Roles and Their Training for Those Roles Parents: Their Meaningful Involvement in a Child's Learning Students: Learning About Learning and Learning About Their Kinds of Minds Humane Schools: Protective and Nurturing Settings for All Kinds of Minds Pathways: Greater Availability of Options for Success The Educational Ambiance Results Neurodevelopmental Pluralism: A Mind at a Time as an Ethic Helpful Readings and Other Resources Index
Contents Acknowledgments 1 A Mind at a Time: Introduction A Mind's Possibilities A Pediatric Perspective 2 The Ways of Learning How Learning Works Eight Systems Neurodevelopmental Profiles How a Mind's Profile Comes to Be How Lifestyles May Affect Learning Styles Splitting Rather Than Lumping The Early Detection of Dysfunction Some Adult Implications 3 Conducting a Mind: Our Attention Control System The Mental Energy Controls The Intake Controls The Output Controls The Impacts of the Attention Controls Minds over Time: Keeping a Watchful Eye on the Attention Controls as Children Age Practical Considerations 4 Remembering to Learn and Learning to Remember: Our Memory System Short-term Memory Active Working Memory Long-term Memory A Few More Memory Differences The Outlook Minds over Time: Keeping a Watchful Eye on Memory as Children Age Practical Considerations 5 Ways with Words: Our Language System The Different Languages That Make Up Language Language Levels The Special Challenge of Language Production Language and Its Ambassadorial Functions Minds over Time: Keeping a Watchful Eye (or Ear) on Language as Children Age Practical Considerations 6 Making Arrangements: Our Spatial and Sequential Ordering Systems Sequential Ordering Spatial Ordering Spatial Versus Sequential Ordering: Which Would You Rather Be Good At? Minds over Time: Keeping a Watchful Eye on Sequential and Spatial Ordering as Children Age Practical Considerations 7 Mind over Muscle: Our Motor System Forms of Motor Function Minds over Time: Keeping a Watchful Eye on Motor Function as Children Age Practical Considerations 8 Some Peeks at a Mind's Peaks: Our Higher Thinking System Conceptual Thinking Problem-Solving Thinking Critical Thinking Rule-Guided Thinking Creative Thinking pardThe Role of Intuitive Thinking in Influencing All Forms of Higher Thinking The Higher Thinking System and the Other Neurodevelopmental Systems Minds over Time: Keeping a Watchful Eye on Higher Thinking as Children Age Practical Considerations 9 Relating to Relating: Our Social Thinking System The Big Three Social Missions Social Functions and Dysfunctions Are Some Kids Too Successful Socially? Minds over Time: Keeping a Watchful Eye on Social Thinking as Children Age Practical Considerations 10 When a Mind Falls Behind Constructing Neurodevelopmental Profiles Identifying the Breakdown Points When Bad Things Happen to Good Profiles Mining a Child's Precious Assets Identifying and Understanding Emotional Complications Hows Instead of Whys: Focusing on Identifying and Fixing the Breakdowns Instead of Their Causes The Benefits and Dangers When a Child's Mind Is Tested Roadblocks and Outcomes in Adulthood 11 Getting a Mind Realigned (but Not Redesigned) Management by Profile Accessing Special Services in School The Use of Medication Coaching and Mentoring Raoul: An Example of a Child Who Was Managed by Profile 12 Raisin' Brain: Homes for All Kinds of Minds Know Thy Child Responding to Gaps Fostering Strengths, Knacks, Talents, Intuitions, and Affinities Trying Not to Harm Supporting Education Maintaining an Intellectual Life at Home Fostering Optimism and a Positive View of the Future 13 The Right to Differ: Schools for All Kinds of Minds Teachers: Their Roles and Their Training for Those Roles Parents: Their Meaningful Involvement in a Child's Learning Students: Learning About Learning and Learning About Their Kinds of Minds Humane Schools: Protective and Nurturing Settings for All Kinds of Minds Pathways: Greater Availability of Options for Success The Educational Ambiance Results Neurodevelopmental Pluralism: A Mind at a Time as an Ethic Helpful Readings and Other Resources Index
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