Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning
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Caine, R. N., & Caine, G. (1997b). Unleashing the power of perceptual change: The potential of brain-based teaching. Alexandria, VA: Association of Supervision and Curriculum Development.
Using anecdotal evidence, scenarios, and theoretical suggestions, the Caines' second book on brain-based learning describes the outcomes of a process to educate teachers in the authors' holistic interpretation and application of brain research in classroom instruction. Continuing their work with groups of educators, the authors introduce the idea that all teachers design their lessons based on their perceptual orientation The authors describe three perceptual orientations: (1) teachers rely on the power of others, on a narrow prescribed teaching focus, on control as coercion and an almost exclusive reliance on an external focus; (2) teachers moving or transitioning between the two extreme perceptions; and (3) teachers rely on self-efficacy grounded in authenticity, on one's own broad cognitive horizons, on building relationships that facilitate self-organization, and an internalized sense of self-reference and process. It is through the recognition of their orientation that teachers are able to rethink their attitudes toward student learning and, in the end, design a learning environment that offers students meaningful learning.
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