12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human Brain

by Renate Nummela Caine (Editor), Geoffrey Caine, Karl J. Klimek

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.

Genres: Education

304 pages, Paperback

First published January 1, 2008

Reviews

[Julie · Rating 5 out of 5]

Fantastic, and I got so many good ideas that I will actually use.

[Sarah Beth · Rating 3 out of 5]

This book is written in textbook style, and I read it as part of a Contemporary Learning Theory class I am taking for my Master of Education degree. While in typical textbook fashion, it is not the most thrilling read ever, it does serve as a great resource for teachers or those interested in working within the educational field. One of my favorite details were real-life examples from actual teachers that illustrated a concept or idea the textbook was introducing.

This book introduces concepts about how our brains and memories work and what that means for students and teachers. It helps give a basis for understanding why certain learning strategies are important, and how teachers can alter their strategies or introduce new ones that students receive the most effective teaching. For example, the book talks a lot about the importance of relaxed alertness. This is a supportive yet challenging and empowering social environment that elicts learners' interests, purposes, and meanings. Without relaxed alertness, students may focus on their discomfort and not be engaged or able to learn. The book gives ideas for how teachers can help create relaxed alertness in their classroom so that learning can commence.

If I could change this book in any way it would be to add more examples. Although the ones included are great, they are limited in number. Also, I felt like there was some redundancy in content. For exmaple, relaxed alertness is explained and referred to numerous times, as is the concept of perseveration or "short-term survival response that occurs when a personal belief (what one believes to be true of others or of the world generally) or belief about oneself (what one believes about one's own activities or reasoning) is challenged" (94). On the other hand, this redundancy allows readers to jump in at any chapter and not feel out of their depth, which may be beneficial for some class use of this text.

[Matthew · Rating 4 out of 5]

I read this book as a textbook for my Master's in Educational Leadership and Administration.

This book is really dense with lots of brain research and its implications directly on teaching. The authors share lots of strategies and ideas, but I find that they are very linear in their approach to what they believe is the 'best' way to set up a classroom. I do believe they push educators to consider best practice for all students and I would recommend this read to any educators who want to push their practice and have some time on their hands. This book is a slog in terms of the amount of information and organization. It may be 300 pages, but it felt like 600.

[Jenny · Rating 3 out of 5]

This book is very informative, and reads like a textbook. The authors do a great job looking at academic, emotional, social, and cognitive development from a brain based approach. The examples of activities in the book are more for middle school, high school age students, but the practices could be applied to elementary students. I would also recommend reading this book and chunks and then try to apply what you learned to get the most out of this book.

[Ellen · Rating 5 out of 5]

I think every teacher should read this book. It makes it clear why we need to care and what we can do to help our students really, truly be smarter, more compassionate and responsible adults. I have read the whole book twice now.