Intended Audience
Trade
LCCN
2001-057670
TitleLeading
A
Dewey Edition
21
Reviews
Howard GardnerJohn H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education; author ofThe Disciplined MindandFrames of MindA Mind at a Timeis a wide-ranging exploration of the myriad ways in which young minds differ, coupled with vivid and useful recommendations about developing those minds to the fullest., Edward Hallowell, M.D.Instructor, Harvard Medical School; Director, The Hallowell Center, Sudbury, Massachusetts; author of Driven to Distraction and Human MomentsA Mind at a Time continues Mel Levine's enormously valuable lifework of helping children find success, especially those children whose talents are not immediately recognized and valued by adults. This courageous and brilliant pediatrician has caused the medical textbooks to be rewritten and the educational curricula to be reformed. Brimming with intelligence, humor, wit, and originality, Dr. Levine is most of all full of love for children. This is a groundbreaking and useful book., Howard GardnerJohn H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education; author of The Disciplined Mind and Frames of MindA Mind at a Time is a wide-ranging exploration of the myriad ways in which young minds differ, coupled with vivid and useful recommendations about developing those minds to the fullest., Howard Gardner John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education; author of The Disciplined Mind and Frames of Mind A Mind at a Time is a wide-ranging exploration of the myriad ways in which young minds differ, coupled with vivid and useful recommendations about developing those minds to the fullest., Charles R. Schwab Chairman, Charles Schwab Corporation Dr. Levine's life work is powerfully captured in this book, showing us that all kids can succeed in school and in life. This book gives teachers and parents practical strategies for recognizing a child's ways of learning, tailoring instruction to address individual differences, while providing motivation and support., Frank KeatingGovernor of OklahomaWith A Mind at a Time, Dr. Mel Levine provides an incredible must-read for parents and educators who want to ensure that our children have the resources they need to learn and be successful...This book is more than important. It's inspiring, and eloquently makes the case for how we can give our children the tools they need to make the most out of life., Frank Keating Governor of Oklahoma With A Mind at a Time, Dr. Mel Levine provides an incredible must-read for parents and educators who want to ensure that our children have the resources they need to learn and be successful...This book is more than important. It's inspiring, and eloquently makes the case for how we can give our children the tools they need to make the most out of life., Charles R. SchwabChairman, Charles Schwab CorporationDr. Levine's life work is powerfully captured in this book, showing us that all kids can succeed in school and in life. This book gives teachers and parents practical strategies for recognizing a child's ways of learning, tailoring instruction to address individual differences, while providing motivation and support., Howard GardnerJohn H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education; author of The Disciplined Mind and Frames of Mind A Mind at a Time is a wide-ranging exploration of the myriad ways in which young minds differ, coupled with vivid and useful recommendations about developing those minds to the fullest., Edward Hallowell, M.D.Instructor, Harvard Medical School; Director, The Hallowell Center, Sudbury, Massachusetts; author of Driven to Distraction and Human Moments A Mind at a Time continues Mel Levine's enormously valuable lifework of helping children find success, especially those children whose talents are not immediately recognized and valued by adults. This courageous and brilliant pediatrician has caused the medical textbooks to be rewritten and the educational curricula to be reformed. Brimming with intelligence, humor, wit, and originality, Dr. Levine is most of all full of love for children. This is a groundbreaking and useful book., Edward Hallowell, M.D. Instructor, Harvard Medical School; Director, The Hallowell Center, Sudbury, Massachusetts; author of Driven to Distraction and Human Moments A Mind at a Time continues Mel Levine's enormously valuable lifework of helping children find success, especially those children whose talents are not immediately recognized and valued by adults. This courageous and brilliant pediatrician has caused the medical textbooks to be rewritten and the educational curricula to be reformed. Brimming with intelligence, humor, wit, and originality, Dr. Levine is most of all full of love for children. This is a groundbreaking and useful book.
Illustrated
Yes
Dewey Decimal
370.15/23
Table Of Content
Contents Acknowledgments 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 pardThe 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 Whys: 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: Homes 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 Helpful Readings and Other Resources Index
Synopsis
"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 because their learning patterns don't fit the schools they are in. In A Mind at a Time, Dr. Levine shows parents and others who care for children how to identify these individual learning patterns. He explains how parents and teachers can encourage a child's strengths and bypass the child's weaknesses. This type of teaching produces satisfaction and achievement instead of frustration and failure. Different brains are differently wired, Dr. Levine explains. There are eight fundamental systems, or components, of learning that draw on a variety of neurodevelopmental capacities. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all eight. Using examples drawn from his own extensive experience, Dr. Levine shows how parents and children can identify their strengths and weaknesses to determine their individual learning styles. For example, some students are creative and write imaginatively but do poorly in history because weak memory skills prevent them from retaining facts. Some students are weak in sequential ordering and can't follow directions. They may test poorly and often don't do well in mathematics. In these cases, Dr. Levine observes, the problem is not a lack of intelligence but a learning style that doesn't fit the assignment. Drawing on his pioneering research and his work with thousands of students, Dr. Levine shows how parents and teachers can develop effective strategies to work through or around these weaknesses. "It's taken for granted in adult society that we cannot all be 'generalists' skilled in every area of learning and mastery. Nevertheless, we apply tremendous pressure to our children to be good at everything. They are expected to shine in math, reading, writing, speaking, spelling, memorization, comprehension, problem solving...and none of us adults can" do all this, observes Dr. Levine. Learning begins in school but it doesn't end there. Frustrating a child's desire to learn will have lifelong repercussions. This frustration can be avoided if we understand that not every child can do equally well in every type of learning. We must begin to pay more attention to individual learning styles, to individual minds, urges Dr. Levine, so that we can maximize children's learning potential. In A Mind at a Time he shows us how., "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 because their learning patterns don't fit the schools they are in.InA Mind at a Time,Dr. Levine shows parents and others who care for children how to identify these individual learning patterns. He explains how parents and teachers can encourage a child's strengths and bypass the child's weaknesses. This type of teaching produces satisfaction and achievement instead of frustration and failure.Different brains are differently wired, Dr. Levine explains. There are eight fundamental systems, or components, of learning that draw on a variety of neurodevelopmental capacities. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all eight. Using examples drawn from his own extensive experience, Dr. Levine shows how parents and children can identify their strengths and weaknesses to determine their individual learning styles.For example, some students are creative and write imaginatively but do poorly in history because weak memory skills prevent them from retaining facts. Some students are weak in sequential ordering and can't follow directions. They may test poorly and often don't do well in mathematics. In these cases, Dr. Levine observes, the problem is not a lack of intelligence but a learning style that doesn't fit the assignment. Drawing on his pioneering research and his work with thousands of students, Dr. Levine shows how parents and teachers can develop effective strategies to work through or around these weaknesses."It's taken for granted in adult society that we cannot all be 'generalists' skilled in every area of learning and mastery. Nevertheless, we apply tremendous pressure to our children to be good ateverything.They are expected to shine in math, reading, writing, speaking, spelling, memorization, comprehension, problem solving...and none of us adults can" do all this, observes Dr. Levine. Learning begins in school but it doesn't end there. Frustrating a child's desire to learn will have lifelong repercussions. This frustration can be avoided if we understand that not every child can do equally well in every type of learning. We must begin to pay more attention to individual learning styles, to individual minds, urges Dr. Levine, so that we can maximize children's learning potential. InA Mind at a Timehe shows us how.
LC Classification Number
LB1060.L383 2002
