Fülszöveg
Advance acclaim for A Mind at a Time
"A Mind at a Time is 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." —Howard Gardner, john h. and
elisabeth a. hobbs professor in cognition and education at
the harvard graduate school of education: author of
THE DISCIPLINED MIND and FRAMES OF MIND
"A Mind at a Time continues Mel Levine's enormously valuable lifework of helping
children find success, especially those children whose talents arc 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 groundbreaking and usefijl book."
—edward hallowell. m.d., instructor. harvard medical school;
director, the hallowell...
Tovább
Fülszöveg
Advance acclaim for A Mind at a Time
"A Mind at a Time is 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." —Howard Gardner, john h. and
elisabeth a. hobbs professor in cognition and education at
the harvard graduate school of education: author of
THE DISCIPLINED MIND and FRAMES OF MIND
"A Mind at a Time continues Mel Levine's enormously valuable lifework of helping
children find success, especially those children whose talents arc 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 groundbreaking and usefijl book."
—edward hallowell. m.d., instructor. harvard medical school;
director, the hallowell center, sudbury, massachusetts;
author of DRIVEN TO DISTRACTION and HUMAN MOMENTS
Educators praise Dr. Mel Levine
"Dr. Levine's presentation was brilliant. His theories are well conceived, his inter-
pretation clear and precise, and his management plans and techniques most
practical and useful." —dr. carl mores, executive director.
the cotting school, lexington. massachusetts
"It is almost impossible to put into words the effect your day at Francis Parker
School has had. . . . Never, as a school, have we had such a universally positive
response as we have heard today. . . .You have reached teachers in a way that I
know will benefit so many of our students." —rona g. dosick, director.
francis parker school, san diego. california
"On evaluation forms collected at the end of the day, your presentation was
described as 'the best faculty development day we've ever had here at the Ross
School.'" —marsha glines, director. and randy testa. faculty
development specialist, the ross institute,
east hampton. new york
52600
9780743202220
different minds learn differently,
writes Dr. Mel Levine, one of the best-known education
experts and pediatricians in America today. And that's a
problem for many children, because most schools still
cling to a one-size-fits-all education philosophy. As a
result, these children struggle because their learning pat-
terns don't fit the schools they are in.
In A Mind at a Time, Dr. Levine shows parents and oth-
ers who care for children how to identify these individual
learning patterns. He explains how parents and teachers
can encourage a child's strengths and bypass the child's
weaknesses. This type of teaching produces satisfaction
and achievement instead of frustration and failure.
Different brains are differendy wired, Dr. Levine explains.
There are eight fundamental systems, or components, of
learning that draw on a variety of neurodevelopmental
capacities. Some students are strong in certain areas and
some are strong in others, but no one is equally capable in
all eight. Using examples drawn from his own extensive
experience, Dr. Levine shows how parents and children can
identify their strengths and weaknesses to determine their
individual learning styles.
For example, some students are creative and write imag-
inatively but do poorly in history because weak memory
skills prevent them from retaining facts. Some students are
weak in sequential ordering and can't follow directions.
They may test poorly and often don't do well in mathe-
matics. In these cases, Dr. Levine observes, the problem is
not a lack of intelligence but a learning style that doesn't fit
the assignment. Drawing on his pioneering research and
his work with thousands of students, Dr. Levine shows
how parents and teachers can develop effective strategies
to work through or around these weaknesses.
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