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A mind at a time  Cover Image Book Book

A mind at a time / Mel Levine.

Levine, Melvin D. (Author).

Summary:

"Different minds learn differently," writes Dr. Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don't fit the way they are being taught. In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns, explaining how they can strengthen a child's abilities and either bypass or help overcome the child's weaknesses, producing positive results instead of repeated frustration and failure.Consistent progress can result when we understand that not every child can do equally well in every type of learning and begin to pay more attention to individual learning patterns -- and individual minds -- so that we can maximize children's success and gratification in life. In A Mind at a Time Dr. Levine shows us how.

Record details

  • ISBN: 9780743202220
  • ISBN: 0743202228
  • ISBN: 9780743202237
  • ISBN: 0743202236
  • Physical Description: 352 p. : ill. ; 24 cm.
  • Publisher: New York : Simon & Schuster, c2002.

Content descriptions

Bibliography, etc. Note:
Includes bibliographical references (pages 337-342) and index.
Formatted Contents Note:
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.
Subject: Learning.
Cognition in children.
Individual differences in children.
Child development.
Learning disabilities.

Available copies

  • 2 of 2 copies available at BC Interlibrary Connect.
  • 1 of 1 copy available at Fernie Heritage Library. (Show)

Holds

  • 0 current holds with 2 total copies.
Show All Copies
Location Call Number / Copy Notes Barcode Shelving Location Holdable? Status Due Date
Fernie Heritage Library 370.1523 LEV (Text) 35136000313537 Adult Non Fic Volume hold Available -
Sparwood Public Library 370.1523 LEV (Text) 35172000008595 Non Fiction Volume hold Available -


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