Resource Center A Guide to Electronic and Printed References Brain-based Learning
For other resources related to Brain-based Learning see also 
http://www.dana.org/ 
The Brain Center (annotated at Brain research)
http://www.braincourse.com
Creative Alternatives
|
Melvin D. Saunders is the 'brain' behind Creative Alternatives, a Florida-based organization devoted to adopting old and new ideas in the health, agricultural, and technical (engineering) sciences for practical use: Mayan agricultural techniques, dowsing for water, energy-conscious and environment-friendly lifestyles, starting with new architectural building designs, landscape layouts that incorporate organic and fish farming, etc.
Many ideas seem of the Jules Verne type: flying saucers as the transportation system of the 21st century; wireless electricity; energy sources based on hydrogen rather than petroleum derivatives, and so forth. But, then, Jules Verne also had been laughed at and his works relegated to science fiction when he proposed ideas that have long since become realities, like underground and elevated transportation systems, circumventing the globe in 80 days (!), and others.
Saunders' main thrust, however, is on the development and use of the total brain (not only of the 10% which we now use), and the application of alternative medicine, holistic health, self-healing, underwater birthing, developing ambidexterity, electromagnetic therapy as first proposed by Mesmer, etc. Many of Saunders' articles can be read directly on the web; there are also exercises and fully developed courses that can be purchased. |
http://learningforum.com/mainbody.html
Learning Forum (Annotated at Learning/teaching)
Abbott, John and Terry Ryan. The Unfinished Revolution: Learning, Human Behavior, Community, and Political Paradox. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
The authors believe that 'there should be a constructivist and apprenticeship-based approach to learning that takes full account of recent neuroscientific research... The nature of learning is very different from the political mantras driving educational reform in most countries...The shift in our understanding of learning has already started but it is too frequently frustrated by people's attempts to fit it into pre-existing systems... This book is our attempt to chart a course across disciplines that goes well beyond just what happens in the decontextualized setting of the classroom'.
Chapters of special interest are: The biological nature of learning; An emergent science of learning for the 21st century; The economy and the learning needs of children; Learning and schooling are not synonymous; Scientific schooling for an industrial age; The case for working smarter, not just harder; Making the leap from instruction and schools to learning and community; etc. |
http://www.lblp.com/index.html
Lindamood-Bell Learning Processes (Annotated at Learning processes)
Bereiter, Carl. Education and mind in the Knowledge Age. To be published by Lawrence Erlbaum & Associates, 2002.
Bransford, John D., et al, eds. How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning, Commission on Behavioral and Social Sciences and Education, National Research Council. Washington, DC: National Academy Press, 1999.
Advances in research in the areas of memory and structure of knowledge, analysis of problem solving and reasoning, early childhood development in the ability to organize and coordinate information, making interferences and problem solving, metacognitive processes and self-regulatory capabilities, and cultural experiences and community participation have changed our conceptions of learning.
The Committee looked at and evaluated such concepts as expert performance, transfer of learning, children as learners, collateral development of mind and brain, design for learning environments, effective teaching, new technologies, and made recommendations for future research in the areas of cognition, learning and teaching, especially as they relate to the sciences. Since this study was supported by and recommendations made to the U.S. Department of Education, it will greatly dictate that office's policies during the coming years. |
Buzan, Tony. Make the Most of Your Mind. New York, NY: Fireside/Simon & Schuster, 1984.
"Scientists have only recently realized the enormous potential of the human brain - a potential that for the most of us remains largely untapped. Here is a straight-forward and practical handbook that will teach you how to 'turn on' your brain to achieve: High-speed problem solving; right brain logic/left brain creativity; speed reading and learning; and improved memory... In it you will learn how to improve: memory, listening, seeing, logic and numerical ability"
Caine, Renate Nummela and Geoffrey Caine. Making Connections: Teaching and the Human Brain. Menlo Park, CA: Addison-Wesley/Interactive Learning Publications, 1994.
| Meeting the challenge of learning approaches that foster independent learning by linking neuropsychology and education in an exploration of the functions of the human brain during learning and how these functions are affected by health, stress, environments, and teaching approaches. |
Caine, Renate Nummela and Geoffrey Caine. Education on the Edge of Possibility. Alexandria, VA: Association for Supervision and Curriculum Development, 1997.
| According to the authors this book is a record of an 'apply in practice the theories that you preach' experiment. They found, that in order to change teaching, they needed to change the teachers. In an environment that cannot let go of past theories and practices with its set rules and standardized tests this is difficult to do. On the other hand, it became evident that teachers who had embraced a learning theory based upon the holistic interpretation of brain research as advocated by the Caine's could not return to their 'pre-Caine' teaching methods. |
Caine, Renate Nummela and Geoffrey Caine. Unleashing the Power of Perceptual Change: The Potential of Brain-Based Teaching. Alexandria, VA: Association for Supervision and Curriculum Development, 1997. (Annotated at Teacher training)
De Bono, Edward. De Bono's Thinking Course. MICA Management Resources Ltd.(U.K.) and New York, NY: Facts on File, Inc., Rev. ed. 1994. (Annotated at Cognitive development)
De Bono, Edward. Serious Creativity: Using the Power of Lateral Thinking to Create New Ideas. New York, NY: HarperBusiness/HarperCollins Publishers, 1992. (Annotated at Creativity)
DePorter, Bobbi with Mike Hernacki. Quantum Learning: Unleashing the Genius in You. New York, NY: Dell Publishing, 1992.
| An extraordinary guide to accommodate and reinforce unique individual learning styles. Any self-organized learner will benefit from exercises, tips, and strategies that will help overcome old and new barriers, excite tired brains and bodies for new activities, and, in simple terms, describes new ways of learning based on the theories of suggestology and suggestopedia developed by Dr. Georgi Lozanov. |
DePorter, Bobby, Reardon, Mike and Sarah Singer-Nourie. Quantum Teaching: Orchestrating Student Success. Needham Heights, MA: Allyn & Bacon, 1999.
| Quantum teaching focuses on the interactions that take place in a classroom/learning environment: the dedication and skills of the teacher, the willingness (or resistance) of students to teaching, the curriculum as it is designed and presented, the delivery of the content, propr, classroom etiquette, use of teaching aids, music, new technology. This is a very handy manual that every teacher should have in the classroom and at home. |
Hanson, J. Robert. Classroom as Worksite: Worksite as Classroom. Future Probe: Imaging Possibilities, Creating Opportunities. Moorestown, NJ: Hanson Silver Strong and Associates, 1995.
| This is the workbook supporting a workshop on 'a model of brain-based education following Carl Gustav Jung's theories of psychological types' presented by Dr. Hanson. "We will describe how all minds are alike yet different, and how to integrate the four ways of learning (through the head, the hand, the heart, and the eye). We will describe four basic styles of thinking - remembering, reasoning, creating, and relating - and the accompanying goals of education - mastery, understanding, self-expression, and personal involvement. Furthermore, we will promote a method for designing curriculum for schools and workplaces that address all four styles." |
Healy, Jane M. Your Child's Growing Mind: A Practical Guide to Brain Development and Learning From Birth to Adolescence. New York: Doubleday, 1994.
| From all the books written about child development this one stands out because in clear, precise language Dr. Healy has presented an account based on the latest information on brain and intellectual development in children combined with the experiences gained as educator and mother. This is a treasure drove of information and helpful suggestions for parents, teachers, and anybody who has, or has to do with, children. |
Jensen, Eric. Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.
| Jensen offers an excellent picture of the brain, its structure, functions, and how it can best be used to teach children at their highest potentials. He stressed the importance of the prenatal period, the very early months and the early years when brain and learning develop through mutual interaction. This book should be read by every expectant and new parent as well as anybody involved in the education of children on every level. . |
Levine, Mel. A Mind at a Time. New York NY: Simon & Schuster, 2002.
(Annotated at Learning patterns)
Webb, Terry Wyler and Douglas Webb. Accelerated Learning With Music: A Trainer's Manual. Norcross, GA: Accelerated Learning Systems, 1990.
| Dr. Georgi Lozanov, author of 'Suggestopedia,' a new teaching method especially suitable for learning languages and scientific data, discovered that the acquisition and retention of information could be accelerated improved if during the memorization process a certain type of music was played. This manual lists the composers and their works that proved especially suitable for the purpose, provides brief biographies, explains how the method works, and how barriers can be overcome, especially in the beginning. |
Back to Resource Center |
