Table Of Contents:

• Preface
• Acknowledgments
• About the Author
• Introduction
• Part I. Physiology and Brain Science
• 1. Brain Science
• The Brain Is the Universe Within
• How to Be a Critical Consumer of Research on the Brain and Learning
• Just the Facts! What Are the Facts About the Brain?
• Macroview: A Look at the Exterior of the Human Brain
• Geography of the Human Brain (Topography)
• Three Views of the Brain
• Top-to-Bottom View
• Front-to-Back View
• Left-to-Right View
• How Has the Brain Evolved?
• Microview: A Look at the Interior of the Human Brain
• Brain Imaging: How We Know What We Know
• How the Brain Works
• Neurotransmitters
• Differences Between Males and Females
• Part II. Principles for Teaching and Learning
• 2. Principles of the Brain and Learning
• The Bridge Between Brain Science and Cognitive Science
• The Brain Principles and the Four-Corner Framework
• Twelve Brain Principles of Caine and Caine
• 1. Learning Is Enhanced by Challenge and Inhibited by Threat
• 2. Emotions Are Critical to Patterning
• 3. Learning Involves Both Focused Attention and Peripheral Perception
• 4. The Brain Has a Spatial Memory System and a Set of Systems for Rote Learning
• 5. The Brain Processes Parts and Wholes Simultaneously
• 6. Learning Engages the Entire Physiology
• 7. The Brain Is a Parallel Processor
• 8. Learning Is Embedded in Natural and Social Settings
• 9. Each Brain Is Unique
• 10. The Search for Meaning Is Innate
• 11. The Search for Meaning Occurs Through Patterning
• 12. Learning Always Involves Conscious and Unconscious Processes
• It's All About Learning
• 3. Cognitive Science: The Brain Is on My Mind
• Brain Science and Cognitive Science
• Nature Versus Nurture (Heredity Versus Environment)
• Enriched Environments
• Intelligence as a Function of Experience
• Windows of Opportunity
• Nutrition-Cognition Connection
• Care and Feeding of the Brain
• Abuses and Addictions
• New Conclusions
• Emotions and the Intellect
• Safe Climate
• Threat
• Challenge
• The Brain and the Mind
• Brain Versus Mind
• Theories of the Intellect
• General Intelligence Theory: Spearman
• Theory of Cognitive Modifiability: Feuerstein
• Theory of Multiple Intelligences: Gardner
• Successful Intelligence: Sternberg
• Learnable Intelligence: Perkins
• Intelligent Behaviors or Habits of Mind: Costa and Kallick
• Emotional Intelligence: Goleman
• Moral Intelligence: Coles
• Memory, Learning, and the Human Brain
• Memory Metaphor
• It's on My Screen
• It's on My Desktop
• It's on My Menu
• It's on My Hard Drive
• Types of Memory Systems
• Short-Term Memory
• Long-Term Memory
• Episodic, Procedural, Conditional, and Emotional Memory
• Memory Lane: Semantic, Episodic, Emotional, Procedural, and Automatic
• Declarative (Explicity) and Procedural (Implicit) Memory
• Learning Through Patterns and Chunking
• It's All About Teaching
• Part III. Brain-Friendly Strategies
• 4. Strategies for Brain-Compatible Classrooms
• The Four-Corner Framework
• Brain-Compatible Classroom
• Teaching FOR Thinking: Setting the Climate
• Research Base - Physiology, Emotions, Environment
• Principles of Brain-Compatible Learning
• Implications for Learning
• Implications for Teaching: Satisfactory
• Teaching OF Thinking: Instructing Skills and Standards of Learning
• Research Base - Brain, Mind, Intellect
• Principles of Brain-Compatible Learning
• Implications for Learning
• Implications for Teaching: Good
• Teaching WITH Thinking: Structuring Interactions
• Research Base - Active Learning/Constructivist
• Principles of Brain-Compatible Learning
• Implications for Learning
• Implications for Teaching: Excellent
• Teaching ABOUT Thinking: Reflecting Metacognitively
• Research Base - Deep Understanding/Transfer
• Principles of Brain-Compatible Learning
• Implications for Learning
• Implications for Teaching: Superior
• Definition and Description of Brain-Compatible Classrooms
• Research on Teacher Quality
• What Teachers Say
• What Experts Say
• What Kids Say
• A Framework for Quality Revisited
• 5. Setting the Climate for Thinking
• Brainwave #1: Emotions - Goleman/LeDeux/Coles
• Braindrops: Strategies
• Threat Alerts the Body
• Challenge Engages the Intellect
• Brainworks: Activities
• People Search
• Fat/Skinny Questions
• The Human Graph
• Brainwave #2: Enriched Environment - Diamond/Conyers and Wilson
• Brainstorms: Application
• Braindrops: Strategies
• Organizational Enrichments
• Sensory Enrichments
• Brainworks: Activities
• Four Corners
• Brainstorms: Application
• 6. Teaching the Skills of Thinking
• Brainwave #3: Microskills and Macroskills - Marzano/McTighe
• Braindrops: Strategies
• Microskills
• Macroskills
• Brainworks: Activities
• Microskill Lesson - Analysis for Bias
• Macroskill Lesson - Problem Solving
• Brainstorms: Applications
• Brainwave #4: Development of Skills and Concepts - Posner and Keele/Csikszentmihalyi
• Braindrops: Strategies
• Basic/Apprentice
• Advanced/Master
• Brainworks: Activities
• Basic/Apprentice
• Advanced/Master
• Brainstorms: Applications
• 7. Structuring the Interaction With Thinking
• Brainwave #5: Active Learning - Vygotsky/Ausbel
• Braindrops: Strategies
• Teacher Decisions for Cooperative Groups
• BUILD Components/Cooperative Strategies
• Graphic Organizers
• Brainworks: Activities
• Dealing With Paradox
• Brainstorms: Application
• Brainwave #6: Experiential Learning
• Braindops: Strategies
• Multiple Intelligences
• Integrated Curriculum
• Brainworks: Activities
• Curriculum Corners
• Brainstorms: Applications
• 8. Thinking About Thinking
• Brainwave #7: Reflection
• Braindrops: Strategies
• Making Meaning
• Transfer of Learning
• Brainworks: Activities
• Transfer Tales
• Brainstorms: Applications
• Brainwave #8: Assessment
• Braindrops: Strategies
• Traditional Assessments
• Dynamic Assessments
• Brainworks: Activities
• Folk Portfolio
• Brainstorms: Application
• Appendix A: Suggested Videos to Illustrate the Four-Corner Framework
• Appendix B: The Brain
• Glossary
• References and Suggested Readings
• Index