A mind at a time
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. As a result, these children struggle becaus...
| Main Author: | Levine, Melvin D. |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York :
Simon & Schuster,
[2002]
|
| Physical Description: |
352 pages : illustrations ; 25 cm. |
| Subjects: | |
| Online Access: |
Publisher description |
Table of Contents:
- A mind at a time : introduction
- The ways of learning
- Conducting a mind : our attention control system
- Remembering to learn and learning to remember : our memory system
- Ways with words : our language system
- Making arrangements : our spatial and sequential ordering systems
- Mind over muscle : our motor system
- Some peeks at a mind's peaks : our higher thinking system
- Relating to relating : our social thinking system
- When a mind falls behind
- Getting a mind realigned (but not redesigned)
- Raisin' brain : home for all kinds of minds
- The right to differ : schools for all kinds of minds.
- 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
- The 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 why : 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 : home 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.