MARC 닫기

• LDR

  00000cam c2200205 c 4500

• 001

  000001307726

• 005

  20210111165023

• 006

  m d

• 007

  cr cnu|||unuuu

• 008

  170221s2017 mdu ob 001a engd

• 019

  ▼a  973752937
  ▼a  973804298
  ▼a  973832219

• 020

  ▼a  9781475833386
  ▼q  (electronic bk.)

• 020

  ▼a  1475833385
  ▼q  (electronic bk.)

• 020

  ▼z  9781475833362

• 020

  ▼z  9781475833379

• 020

  ▼z  1475833369

• 020

  ▼z  1475833377

• 035

  ▼a  1470975
  ▼b  (N$T)

• 037

  ▼a  993955
  ▼b  MIL

• 040

  ▼a  N$T
  ▼b  eng
  ▼c  N$T
  ▼d  N$T
  ▼d  YDX
  ▼d  248023
  ▼d  EBLCP
  ▼d  IDEBK
  ▼d  OCLCQ
  ▼e  pn
  ▼e  rda

• 050

  ▼a  BF721

• 082

  ▼a  155.4
  ▼2  23

• 100

  ▼a  Watson, Andrew C.,
  ▼e  author.

• 245

  ▼a  Learning begins
  ▼h  [electronic resource]:
  ▼b  the science of working memory and attention for the classroom teacher/
  ▼d  Andrew C. Watson.

• 260

  ▼a  Lanham, Md.:
  ▼b  Rowman and Littlefield,
  ▼c  2017.

• 300

  ▼a  1 online resource (xvii, 153 pages).

• 336

  ▼a  text
  ▼b  txt
  ▼2  rdacontent

• 337

  ▼a  computer
  ▼b  c
  ▼2  rdamedia

• 338

  ▼a  online resource
  ▼b  cr
  ▼2  rdacarrier

• 490

  ▼a  A Teacher's Guide to the Learning Brain

• 504

  ▼a  Includes bibliographical references and index.

• 505

  ▼a  Cover; Half Title; Title Page; Copyright Page; Dedication; Contents; About A Teacher's Guide to the Learning Brain Series; Preface; Introduction; Part I Working Memory; Chapter One Memory at Work; End Table Essentials; Working Memory at Work and Play; Measuring Working Memory; Developing Working Memory; Chapter Two Two Burning Questions; Anticipating Working Memory Overload; Too Much Information; New Information; Un/related Information; Combining Information; Creative and Critical Combinations; Beware the Dark Side, Luke; Instructions; Choices; Technology; That Sinking Feeling.

• 505

  ▼a  Asleep at the Working Memory SwitchIdentifying Working Memory Overload; 46 × 38 = Despair; Atypical Distractibility; Catastrophic Failure; Chapter Three Solving Working Memory Problems; Cognitive Solutions To Working Memory Problems; Strategy #0: Adopt a WM Perspective; Strategy #1: Solve Working Memory Problems with Long-Term Memory; Strategy #2: Redistribute Working Memory Demands; Strategy #3: Reduce Working Memory Demands; Emotional Solutions to Working Memory Problems; Strategy #4: Normalize Struggle; Strategy #5: Reduce Pressure; Chapter Four Working Memory Review with FAQ.

• 505

  ▼a  A Sample Lesson Plan ReviewWorking Memory Faq; Part II Attention; Chapter Five Redefining Attention; Explaining Distraction: Problems and Solutions; Attention Redefined; Alertness; Orienting; Executive Attention; An Essential New Teaching Skill; Diagnostic Practice #1; Diagnostic Practice #2; Diagnostic Practice #3; Chapter Six Alertness; Visualizing the Attentional Field; Alertness Solutions; Mind the Leopard; 10 Minutes, and Beyond & Justice is Blind and Tired; Movin' On (Wakin') Up; Chapter Seven Orienting; Eliminate the Negative, Accentuate the Positive.

• 505

  ▼a  Eliminating Internal/Biological DistractorsWe're Having a Heat Wave; Euphemism, Please; Don't Be Hangry; Hormones; Eliminating External/Environmental Distractors; Beyond Noise Pollution; This Does Not Compute; Exotic Technology; Domestic Technology; Accentuating Shakespeare, or Trigonometry, or Phonics & Reality Check; This Is Only a Quiz; "Tribal Classrooms"; Chapter Eight Executive Attention; Chocolate Cake; Measuring a Reservoir; Tick Tock; Motivating Environments; Building a Better Model; Chapter Nine Attention Review with FAQ; Bit by Bit, Putting it Together; Attention Faq; References.

• 520

  ▼a  Learning Begins, written by a teacher for teachers, translates current brain research into practical classroom strategies. Because students learn with their brains, it simply makes sense for teachers to explore educational psychology and neuroscience. And yet, information in these fields can be daunting and contradictory. Worse still, few researchers can clearly explain the specific classroom uses of their remarkable discoveries. Learning Begins both explains this research and makes it useful for teachers and administrators. Part I investigates the science of working memory: a cognitive capacity essential to all school work. When teachers recognize the many classroom perils that can overwhelm working memory, they can use research-aligned strategies to protect it, and thereby promote student learning. Part II reveals the complexities of student attention. By understanding the three neural sub-processes that create attention, teachers can structure their classrooms and their lessons to help students focus on and understand new material. Written in a lively and approachable voice, based on years of classroom experience and a decade of scientific study, Learning Begins makes educational psychology and neuroscience clear and useful in schools and classrooms.

• 588

  ▼a  Online resource; title from PDF title page (EBSCO, viewed February 27, 2017).

• 650

  ▼a  Short-term memory in children.

• 650

  ▼a  Attention in children.

• 776

  ▼i  Print version:
  ▼a  Watson, Andrew C.
  ▼t  Learning Begins : The Science of Working Memory and Attention for the Classroom Teacher.
  ▼d  Blue Ridge Summit : Rowman & Littlefield Publishers, ©2017,
  ▼z  9781475833379

• 830

  ▼a  Teacher's Guide to the Learning Brain.

• 856

  ▼3  EBSCOhost
  ▼u  http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1470975

• 990

  ▼a  강리원
  ▼b  강리원

• 991

  ▼a  eBook