Synopses & Reviews
"Different minds learn differently," writes Dr. Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don't fit the way they are being taught.
In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns, explaining how they can strengthen a child's abilities and either bypass or help overcome the child's weaknesses, producing positive results instead of repeated frustration and failure.
Consistent progress can result when we understand that not every child can do equally well in every type of learning and begin to pay more attention to individual learning patterns -- and individual minds -- so that we can maximize children's success and gratification in life. In A Mind at a Time Dr. Levine shows us how.
Review
Edward Hallowell, M.D. Instructor, Harvard Medical School; Director, The Hallowell Center, Sudbury, Massachusetts; author of Driven to Distraction and Human Moments A Mind at a Time continues Mel Levine's enormously valuable life-work of helping children find success, especially those children whose talents are not immediately recognized and valued by adults. This courageous and brilliant pediatrician has caused the medical textbooks to be rewritten and the educational curricula to be reformed. Brimming with intelligence, humor, wit, and originality, Dr. Levine is most of all full of love for children. This is a ground-breaking and useful book.
Review
Howard Gardner Professor in Cognition and Education, Harvard Graduate School of Education, and author of The Disciplined Mind and Frames of Mind A wide-ranging exploration of the myriad ways in which young minds differ, coupled with vivid and useful recommendations about developing those minds to the fullest.
Review
Charles R. Schwab Chairman, Charles Schwab Corporation Dr. Levine's life work is powerfully captured in this book, showing us that all kids can succeed in school and in life. This book gives teachers and parents practical strategies for recognizing a child's ways of learning, tailoring instruction to address individual differences, while providing motivation and support.
Review
Frank Keating Governor of Oklahoma With A Mind at a Time, Dr. Mel Levine provides an incredible must-read for parents and educators who want to ensure that our children have the resources they need to learn and be successful...This book is more than important. It's inspiring, and eloquently makes the case for how we can give our children the tools they need to make the most out of life.
Review
Edward Hallowell, M.D. instructor, Harvard Medical School; director, The Hallowell Center, Sudbury, Massachusetts; author of Driven to Distraction and Human Moments. A Mind at a Time continues Mel Levine's enormously valuable lifework of helping children find success....Brimming with intelligence, humor, wit, and originality...this is a groundbreaking and useful book.
Synopsis
In this groundbreaking investigation of the nature of learning, renowned learning expert Dr. Mel Levine shows parents how they can observe and understand their children's minds. BOMC, Literary Guild(, and Doubleday Alternate Selection.
Synopsis
"Different minds learn differently," writes Dr. Mel Levine, one of the best-known learning experts and pediatricians in America today. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all. Yet most schools still cling to a one-size-fits-all education philosophy. As a result, many children struggle because their learning patterns don't fit the way they are being taught.
In his #1 New York Times bestseller A Mind at a Time, Dr. Levine shows parents and those who care for children how to identify these individual learning patterns, explaining how they can strengthen a child's abilities and either bypass or help overcome the child's weaknesses, producing positive results instead of repeated frustration and failure.
Consistent progress can result when we understand that not every child can do equally well in every type of learning and begin to pay more attention to individual learning patterns -- and individual minds -- so that we can maximize children's success and gratification in life. In A Mind at a Time Dr. Levine shows us how.
Synopsis
Includes bibliographical references (p. [337]-342) and index.
About the Author
Mel Levine, M.D., is professor of pediatrics at the University of North Carolina Medical School and director of its Clinical Center for the Study of Development and Learning. He is the founder and cochairman of All Kinds of Minds, a nonprofit institute for the understanding of differences in learning, and the author of two previous national best-selling books, A Mind at a Time and The Myth of Laziness. He and his wife, Bambi, live on Sanctuary Farm in North Carolina.
Table of Contents
ContentsAcknowledgments
1 A Mind at a Time: IntroductionA Mind's Possibilities
A Pediatric Perspective
2 The Ways of LearningHow Learning Works
Eight Systems
Neurodevelopmental Profiles
How a Mind's Profile Comes to Be
How Lifestyles May Affect Learning Styles
Splitting Rather Than Lumping
The Early Detection of Dysfunction
Some Adult Implications
3 Conducting a Mind: Our Attention Control SystemThe Mental Energy Controls
The Intake Controls
The Output Controls
The Impacts of the Attention Controls
Minds over Time: Keeping a Watchful Eye on the Attention Controls as Children Age
Practical Considerations
4 Remembering to Learn and Learning to Remember: Our Memory SystemShort-term Memory
Active Working Memory
Long-term Memory
A Few More Memory Differences
The Outlook
Minds over Time: Keeping a Watchful Eye on Memory as Children Age
Practical Considerations
5 Ways with Words: Our Language SystemThe Different Languages That Make Up Language
Language Levels
The Special Challenge of Language Production
Language and Its Ambassadorial Functions
Minds over Time: Keeping a Watchful Eye (or Ear) on Language as Children Age
Practical Considerations
6 Making Arrangements: Our Spatial and Sequential Ordering SystemsSequential Ordering
Spatial Ordering
Spatial Versus Sequential Ordering: Which Would You Rather Be Good At?
Minds over Time: Keeping a Watchful Eye on Sequential and Spatial Ordering as Children Age
Practical Considerations
7 Mind over Muscle: Our Motor SystemForms of Motor Function
Minds over Time: Keeping a Watchful Eye on Motor Function as Children Age
Practical Considerations
8 Some Peeks at a Mind's Peaks: Our Higher Thinking SystemConceptual Thinking
Problem-Solving Thinking
Critical Thinking
Rule-Guided Thinking
Creative Thinking
pardThe Role of Intuitive Thinking in Influencing All Forms of Higher Thinking
The Higher Thinking System and the Other Neurodevelopmental Systems
Minds over Time: Keeping a Watchful Eye on Higher Thinking as Children Age
Practical Considerations
9 Relating to Relating: Our Social Thinking SystemThe Big Three Social Missions
Social Functions and Dysfunctions
Are Some Kids Too Successful Socially?
Minds over Time: Keeping a Watchful Eye on Social Thinking as Children Age
Practical Considerations
10 When a Mind Falls BehindConstructing Neurodevelopmental Profiles
Identifying the Breakdown Points
When Bad Things Happen to Good Profiles
Mining a Child's Precious Assets
Identifying and Understanding Emotional Complications
Hows Instead of Whys: Focusing on Identifying and Fixing the Breakdowns Instead of Their Causes
The Benefits and Dangers When a Child's Mind Is Tested
Roadblocks and Outcomes in Adulthood
11 Getting a Mind Realigned (but Not Redesigned)Management by Profile
Accessing Special Services in School
The Use of Medication
Coaching and Mentoring
Raoul: An Example of a Child Who Was Managed by Profile
12 Raisin' Brain: Homes for All Kinds of MindsKnow Thy Child
Responding to Gaps
Fostering Strengths, Knacks, Talents, Intuitions, and Affinities
Trying Not to Harm
Supporting Education
Maintaining an Intellectual Life at Home
Fostering Optimism and a Positive View of the Future
13 The Right to Differ: Schools for All Kinds of MindsTeachers: Their Roles and Their Training for Those Roles
Parents: Their Meaningful Involvement in a Child's Learning
Students: Learning About Learning and Learning About Their Kinds of Minds
Humane Schools: Protective and Nurturing Settings for All Kinds of Minds
Pathways: Greater Availability of Options for Success
The Educational Ambiance
Results
Neurodevelopmental Pluralism: A Mind at a Time as an Ethic
Helpful Readings and Other Resources
Index