Includes bibliographical references (p. 141-146) and index.
Foreword by Richard Sterling Preface Acknowledgments About the Author Part I. Flow, Minds, and Hearts 1. Engagement as Flow Engagement Engagement as Flow The Conditions of Flow 2. Engaged Brains #1: Brains Search for Meaning Looking for Meaningful Patterns Constructing Personal Theories Paying Attention in Personally Significant Ways #2: Emotions Drive Brains in Learning #3: Engaged Brains Engender Mind-Body States 3. Engaged Hearts #1: Mindfulness #2: Unity #3: Compassion 4. Engagement and Instructional Practice Decisions About Engaged Learning Brain Decisions Heart Decisions Flow State Decisions A Way of Thinking Part II. Teaching for Engaged Learning 5. Modeling Engaged Learning Teacher Modeling Modeling Habits of Mind and Heart Modeling Work Habits Thinking Writing Reading History Class Revisited 6. Using Words That Support Engaged Learning Talking About Learning Noticing and Naming Identity Agency Generalizing Knowing Democratic Learning Community Talking About Intelligence Fixed Intelligence Malleable Intelligence Talking About Intelligence Intelligence Praise Science Class Revisited 7. Using Discussions to Engage Learners Engaging Ideas Engaging Questions Engaging Silence The Dynamics of Engaging Discussion Biology I Revisited 8. Supporting Engaged Readers Engaged Reading Trinal (Three-Part) Approaches to Reading Before-Reading Comprehension Strategies During-Reading Comprehension Strategies After-Reading Comprehension Strategies Carmen and School Reading 9. Supporting Engaged Writers Engaged Writing Purposes for Writing Audiences for Writing Forms of Engaged Writing Teachers Respond to Engaged Writing Courtney and School Writing 10. Promoting Engagement Through Memory Pathways Memory Pathways Semantic Pathways Episodic Pathways Procedural Pathways Emotional Pathways Spatial Pathways Multiple Memory Pathways Engaged Remembering in Ms. Gonzales' Classroom Afterword: Lingering Questions What About Assessment? What About Classroom Research? What About Study Groups? What Now? References Index.
(source: Nielsen Book Data)
'No other book on teaching has excited me as much as this one. It should be the core text for prospective teachers in any field' - Jonathan Potter, English and Drama Teacher, Camden Hills Regional High School, Rockport, ME. 'VanDeWeghe presents powerful instructional practices to help students use both their hearts and their minds in learning' - Louann Reid, Professor, Colorado State University. To generate truly compelling learning experiences and increase retention of new information, educators need the knowledge and tools to engage students from both a neurological and humanistic perspective. Richard VanDeWeghe provides an inside look at what happens in students' minds and hearts when they are engaged and 'in the groove'. Based on Mihaly Csikszentmihaly's idea of 'flow' - a state of intrinsic control, curiosity, interest, and inquiry that is the ultimate experiential goal for learning - this book provides holistic strategies for encouraging students to become motivated, engaged learners. Teachers will find: information on brain function and memory pathways; spiritual and emotional principles of the heart that influence learning; strategies for guiding open-ended discussions, quality questioning, and teacher modeling; immediate, practical applications for language arts, science, maths, and social studies; and, vignettes illustrating effective teacher dialog and classroom involvement. "Engaged Learning" is a clear, concise, and elegant resource that helps teachers understand what it means to be a highly motivated learner. (source: Nielsen Book Data)