In today's education world of standardization and prescriptive narrow testing outcomes, this book reminds us as educators and leaders what it means to be human. The research and examples paint a clear picture of how we learn and provide a path towards student-centered-learning that reflects our intelligence and connectedness. Administrators and educators looking for innovative solutions and a means to meet students where they are, and then advance beyond, would be wise to adopt this third edition of 12 Brain/Mind Learning Principles in Action. I encourage schools to include this book in their professional development and learning community.
-- Angela Engel, Author of Seeds of Tomorrow: Solutions for Improving Our Children's Education
12 Brain/Mind Learning Principles in Action is a treasure trove of thoughtful, heartfelt, and effective ideas that will empower brains to grow, minds to expand, and classrooms to thrive. In our present system good teaching is often a subversive act - use this as a manual for guerilla warfare.
-- Louis Cozolino, Professor of Psychology
Building a bridge between brain/mind research and the traditional education system has been problematic for decades. This book provides that bridge, both to empower the minds of students and to enable teachers to free themselves from age-old practices. The research cited creates one bridge and the guided experience style of the book creates another bridge to utilization of the concepts. The authors understand how the brain works and have developed methods to create meaningful learning communities.
-- Ronald J Newell, EdD
This book focuses on the fundamentals-how to use dialogue to help learners create, interpret, and apply knowledge; explore relationships; make critical decisions; think on their feet; and communicate more effectively.
-- Marion Brady, Teacher, Administrator, Author, Consultant
It is my fondest hope that this book receives the attention it deserves from every segment of the educational community: teachers, administrators, teacher trainers, curriculum experts, learning psychologists, policy makers, politicians, parents, and prospective educators. It provides compelling evidence that the traditional paradigm of education, which emphasizes factual learning, above all is profoundly narrow and limiting. It brilliantly creates a linkage to the contemporary obsession with standards of various kinds where one exists to its occasional emphases on higher-order thinking and active learning. The volume, depth, and relevance of research the authors bring to the fore about effective and lasting models of teaching, learning, and leadership is impressive. May its brilliant and enlightening message once and for all replace the limited and limiting habits of mind that have legitimated educational policy and practice for centuries in the Western World.
-- William Spady, Director
