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Acknowledgments | 7 | |
1 | A Mind at a Time: Introduction | 13 |
A Mind's Possibilities | 23 | |
A Pediatric Perspective | 24 | |
2 | The Ways of Learning | 27 |
How Learning Works | 28 | |
Eight Systems | 30 | |
Neurodevelopmental Profiles | 35 | |
How a Mind's Profile Comes to Be | 38 | |
How Lifestyles May Affect Learning Styles | 43 | |
Splitting Rather Than Lumping | 46 | |
The Early Detection of Dysfunction | 48 | |
Some Adult Implications | 48 | |
3 | Conducting a Mind: Our Attention Control System | 51 |
The Mental Energy Controls | 57 | |
The Intake Controls | 63 | |
The Output Controls | 75 | |
The Impacts of the Attention Controls | 82 | |
Minds over Time: Keeping a Watchful Eye on the Attention Controls as Children Age | 83 | |
Practical Considerations | 86 | |
4 | Remembering to Learn and Learning to Remember: Our Memory System | 90 |
Short-term Memory | 93 | |
Active Working Memory | 99 | |
Long-term Memory | 104 | |
A Few More Memory Differences | 114 | |
The Outlook | 115 | |
Minds over Time: Keeping a Watchful Eye on Memory as Children Age | 116 | |
Practical Considerations | 117 | |
5 | Ways with Words: Our Language System | 120 |
The Different Languages That Make Up Language | 121 | |
Language Levels | 128 | |
The Special Challenge of Language Production | 143 | |
Language and Its Ambassadorial Functions | 144 | |
Minds over Time: Keeping a Watchful Eye (or Ear) on Language as Children Age | 146 | |
Practical Considerations | 147 | |
6 | Making Arrangements: Our Spatial and Sequential Ordering Systems | 150 |
Sequential Ordering | 153 | |
Spatial Ordering | 153 | |
Spatial Versus Sequential Ordering: Which Would You Rather Be Good At? | 166 | |
Minds over Time: Keeping a Watchful Eye on Sequential and Spatial Ordering as Children Age | 167 | |
Practical Considerations | 168 | |
7 | Mind over Muscle: Our Motor System | 170 |
Forms of Motor Function | 172 | |
Minds over Time: Keeping a Watchful Eye on Motor Function as Children Age | 184 | |
Practical Considerations | 185 | |
8 | Some Peeks at a Mind's Peaks: Our Higher Thinking System | 188 |
Conceptual Thinking | 192 | |
Problem-Solving Thinking | 196 | |
Critical Thinking | 203 | |
Rule-Guided Thinking | 207 | |
Creative Thinking | 209 | |
The Role of Intuitive Thinking in Influencing All Forms of Higher Thinking | 213 | |
The Higher Thinking System and the Other Neurodevelopmental Systems | 215 | |
Minds over Time: Keeping a Watchful Eye on Higher Thinking as Children Age | 216 | |
Practical Considerations | 217 | |
9 | Relating to Relating: Our Social Thinking System | 220 |
The Big Three Social Missions | 225 | |
Social Functions and Dysfunctions | 228 | |
Are Some Kids Too Successful Socially? | 239 | |
Minds over Time: Keeping a Watchful Eye on Social Thinking as Children Age | 240 | |
Practical Considerations | 241 | |
10 | When a Mind Falls Behind | 245 |
Constructing Neurodevelopmental Profiles | 246 | |
Identifying the Breakdown Points | 248 | |
When Bad Things Happen to Good Profiles | 260 | |
Mining a Child's Precious Assets | 262 | |
Identifying and Understanding Emotional Complications | 262 | |
Hows Instead of Whys: Focusing on Identifying and Fixing the Breakdowns Instead of Their Causes | 268 | |
The Benefits and Dangers When a Child's Mind Is Tested | 269 | |
Roadblocks and Outcomes in Adulthood | 271 | |
11 | Getting a Mind Realigned (but Not Redesigned) | 277 |
Management by Profile | 277 | |
Accessing Special Services in School | 287 | |
The Use of Medication | 288 | |
Coaching and Mentoring | 289 | |
Raoul: An Example of a Child Who Was Managed by Profile | 290 | |
12 | Raisin' Brain: Homes for All Kinds of Minds | 295 |
Know Thy Child | 296 | |
Responding to Gaps | 298 | |
Fostering Strengths, Knacks, Talents, Intuitions, and Affinities | 299 | |
Trying Not to Harm | 302 | |
Supporting Education | 303 | |
Maintaining an Intellectual Life at Home | 305 | |
Fostering Optimism and a Positive View of the Future | 306 | |
13 | The Right to Differ: Schools for All Kinds of Minds | 307 |
Teachers: Their Roles and Their Training for Those Roles | 308 | |
Parents: Their Meaningful Involvement in a Child's Learning | 314 | |
Students: Learning About Learning and Learning About Their Kinds of Minds | 315 | |
Humane Schools: Protective and Nurturing Settings for All Kinds of Minds | 318 | |
Pathways: Greater Availability of Options for Success | 321 | |
The Educational Ambiance | 331 | |
Results | 335 | |
Neurodevelopmental Pluralism: A Mind at a Time as an Ethic | 335 | |
Helpful Readings and Other Resources | 337 | |
Index | 343 |
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Add A Mind at a Time: America's Top Learning Expert Shows how Every Child Can Succeed, Different minds learn differently, writes Dr. Mel Levine, one of the best-known education experts and pediatricians in America today. And that's a problem for many children, because most schools still cling to a one-size-fits-all education philosophy. A, A Mind at a Time: America's Top Learning Expert Shows how Every Child Can Succeed to the inventory that you are selling on WonderClubX
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Add A Mind at a Time: America's Top Learning Expert Shows how Every Child Can Succeed, Different minds learn differently, writes Dr. Mel Levine, one of the best-known education experts and pediatricians in America today. And that's a problem for many children, because most schools still cling to a one-size-fits-all education philosophy. A, A Mind at a Time: America's Top Learning Expert Shows how Every Child Can Succeed to your collection on WonderClub |