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04144cam a2200493 a 4500 |
| 001 |
212626310 |
| 003 |
OCoLC |
| 005 |
20090602115346.0 |
| 008 |
060720t20072007caua b 001 0 eng |
| 010 |
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|a 2006023255
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|a 70684764
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|a 1412927951
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|a 9781412927963
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|a (OCoLC)212626310
|z (OCoLC)70684764
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| 040 |
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|a DLC
|b eng
|c DLC
|d BAKER
|d C#P
|d YDXCP
|d BTCTA
|d IXA
|d OCLCG
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| 049 |
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|a COMA
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| 050 |
0 |
0 |
|a LB1060
|b .S69 2007
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| 082 |
0 |
0 |
|a 370.15/23
|2 22
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| 100 |
1 |
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|a Sprenger, Marilee,
|d 1949-
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| 245 |
1 |
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|a Becoming a "wiz" at brain-based teaching :
|b how to make every year your best year /
|c Marilee Sprenger.
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| 250 |
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|a 2nd ed.
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| 264 |
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1 |
|a Thousand Oaks, CA :
|b Corwin Press,
|c [2007]
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| 264 |
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4 |
|c ©2007.
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| 300 |
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|a ix, 211 pages :
|b illustrations ;
|c 27 cm.
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| 336 |
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|a text
|b txt
|2 rdacontent.
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| 337 |
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|a unmediated
|b n
|2 rdamedia.
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| 338 |
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|a volume
|b nc
|2 rdacarrier.
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| 504 |
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|a Includes bibliographical references (pages 197-203) and index.
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|a The journey: the brain goes to school -- The questions and the research -- Connecting the information -- Building the yellow brick road: understanding how the brain develops and functions -- Basic brain structure -- The building blocks -- The yellow brick road is paved with messengers -- We're off to be the wizard -- No place like home -- An emotional learning environment -- What are enriched environments? -- Can we provide an enriched environment in the classroom? -- An environment where assessment is enrichment -- Brain-based assessment -- Home sweet home -- If I only had the nerve: dealing with stress -- The sympathetic nervous system -- Looking for balance: the parasympathetic nervous system -- Giving them courage -- If I only had a heart: emotional growth -- Heartbreak: the lack of social and emotional stimulation -- Creating heart: a look at emotional intelligence -- Heart-to-heart -- Straight from the heart: social and emotional intelligence strategies -- You gotta have heart, but what about guts? -- Heartbeat -- If I only had a brain: from sensory input to higher levels of thinking -- Cognitive skills -- Promoting cognitive growth -- The eight intelligences -- Brains, bloom, intelligence, and style -- Learning profiles -- If I only had a memory: improving memory to raise student achievement -- Memory development -- Memory principles -- Explicit and implicit memory -- Memory lanes = memory systems -- Metacognition -- Step by step; system by system -- Kansas is right down memory lane -- The wicked witch: what is she so upset about? Calming and controlling the classroom -- My theory of negative replacement -- Emotions, attention, and learning -- Brain states -- Music -- Managing movement -- The wicked witch is dead -- Dorothy: every brain is unique -- The care and feeding of Dorothy's brain -- Sleep and the brain -- Exercise -- Unique brains, unique learners -- Making a difference -- Leaving the Land of Oz: with courage, passion, and brains -- Glossary of terms -- References and supplementary reading.
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| 650 |
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|a Learning, Psychology of.
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| 650 |
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|a Brain.
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| 650 |
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|a Teaching.
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|a MARCIVE Comp, in 2022.12
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| 948 |
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|a MARCIVE August, 2017
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| 948 |
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|a MARCIVE extract Aug 5, 2017
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| 994 |
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|a C0
|b COM
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| 995 |
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|a Loaded with m2btab.ltiac in 2022.12
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| 995 |
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|a Loaded with m2btab.ltiac in 2017.08
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| 995 |
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|a Exported from Connexion by CMU
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|3 Publisher description
|u http://www.loc.gov/catdir/enhancements/fy0664/2006023255-d.html
|3 Table of contents only
|u http://www.loc.gov/catdir/enhancements/fy0664/2006023255-t.html
|3 Contributor biographical information
|u http://www.loc.gov/catdir/enhancements/fy0734/2006023255-b.html
|