A MIND AT A TIME --- AMERICA'S TOP LEARNING EXPERT SHOWS HOW EVERY CHILD CAN SUCCEED by Mel Levine. Simon & Schuster, 2002

ACKNOWLEDMENTS (p7-8)

1) A mind at a time --- Introduction (p13-26)

    [1] A mind's possibilities (p23)

    [2] A pediatric perspective (p24-26)

2) The ways of learning (p27-50)

    [1] How learning works (p28-29)

    [2] Eight systems (p30-34)

    [3] Neurodevelopmental profiles (p35-37)

    [4] How a mind's profile comes to be (p38-42)

    [5] How lifestyles may affect learning styles (p43-45)

    [6] Splitting rather than lumping (p46-47)

    [7] The early detection of dysfunction (p48-50)

    [8] Some adult implications (p48-50)

3) Conducting a mind --- Our attention control system (p51-56)

    [1] The mental energy controls (p57-62)

    [2] The intake controls (p63-74)

    [3] The output controls (p75-81)

    [4] The impacts of the attention controls (p82)

    [5] Minds over time --- keeping a watchful eye on the "attention controls" as children age (p83-85)

    [6] Practical considerations (p86-89)

4) Remembering to learn and learning to remember --- Our memory system (p90-119)

5) Ways with words --- Our language system (p120-149)

6) Making arrangements --- Our spatial and sequential ordering systems (p150-169)

7) Mind over muscle --- Our motor system (p170-187)

8) Some peeks at a mind's peaks --- Our higher thinking system (p188-219)

    [1] Conceptual thinking (p192-194)

    [2] Problem-solving thinking (p192-194)

    [3] Critical thinking (p196-202)

    [4] Rule-guided thinking (p203-206)

    [5] Creative thinking (p207-208)

    [6] The role of intuitive thinking in influencing all forms of higher thinking (p213-214)

    [7] The higher thinking system and the other neurodevelopmental systems (p215)

    [8] Minds over time --- keeping a watchful eye on higher thinking as children age (p216)

    [9] Practical considerations (p217-219)

9) Relating to relating --- Our social thinking system (p220-244)

10) When a mind falls behind (p245-276)

11) Getting a mind "realigned" --- but not redesigned (p277-294)

12) Raisin' Brain --- Homes for all kinds of minds (p295-306)

13) The right to differ --- Schools for all kinds of minds (p307-336)

    [1] Teachers --- their roles and their training for those roles (p308-313)

    [2] Parents --- their meaningful involvement in a child's learning (p314)

    [3] Students --- Learning about learning and learning about their kinds of minds (p315-317)

    [4] Humane schools --- protective and nurturing settings for all kinds of minds (p318-320)

    [5] Pathways --- greater availabilit of options for success (p321-330)

    [6] The educational ambiance (p331-334)

    [7] Results (p335-336)

    [8] Neurodevelopmental pluralism --- a mind at a time as an ethic (p335-336)

HELPFUL READINGS AND OTHER RESOURCES (p337-342)

    All Kinds of Minds is a nonprofit institute for the understanding of differences in learning at:

        www.allkindsofminds.org

INDEX (p343-352)

PERMISSIONS (p320-319)

Go to: Brainpower and Ignorance at Work
Go to: Keyword Glossary of Leadership Ideas
Go to: Interactive Index