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A Mind at a Time
 
 
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A Mind at a Time [Paperback]

Mel Levine (Author)
4.5 out of 5 stars  See all reviews (59 customer reviews)
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A Mind at a Time + 12 Brain/Mind Learning Principles in Action: Developing Executive Functions of the Human Brain + The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction
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Product Description

From Amazon

Recognizing each child's intellectual, emotional, and physical strengths--and teaching directly to these strengths--is key to sculpting "a mind at a time," according to Dr. Mel Levine. While this flashing yellow light will not surprise many skilled educators, limited resources often prevent them from shifting their instructional gears. But to teachers and parents whose children face daily humiliation at school, the author bellows, "Try harder!" A professor of pediatrics at the University of North Carolina Medical School, Levine eloquently substantiates his claim that developmental growth deserves the same monitoring as a child's physical growth.

Tales of creative, clumsy, impulsive, nerdy, intuitive, loud-mouthed, and painfully shy kids help Levine define eight specific mind systems (attention, memory, language, spatial ordering, sequential ordering, motor, higher thinking, and social thinking). Levine also incorporates scientific research to show readers how the eight neurodevelopmental systems evolve, interact, and contribute to a child's success in school. Detailed steps describe how mental processes (like problem solving) work for capable kids, and how they can be finessed to serve those who struggle. Clear, practical suggestions for fostering self-monitoring skills and building self-esteem add the most important elements to this essential--yet challenging--program for "raisin' brain." --Liane Thomas --This text refers to the Hardcover edition.

From Publishers Weekly

Children have different ways of learning, argues Levine, a professor of pediatrics at the University of North Carolina Medical School and director of its Clinical Center for the Study of Development and Learning, so why do schools behave as though a one-size-fits-all education will work for everyone? Like Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences (1983), Levine's book argues that our educational shortsightedness results in a loss of human potential on a grand scale, as kids who don't fit the mold are misclassified, stigmatized and then fail. If educators could assess differences more intelligently and redesign educational models to account for these differences, they would radically improve people's prospects for success in and out of school. Based on his work with children who have learning or behavioral problems, Levine has isolated eight areas of learning (the memory system, the language system, the spatial ordering system, the motor system, etc.). He provides chapters describing how each type of learning works and advises parents and teachers on how to help kids struggling in these areas. Levine emphasizes that all minds have some areas of giftedness and pleads for educators to "make a firm social and political commitment to neurodevelopmental pluralism." Such a plea may seem daunting, but Levine's compassionate, accessible text, framed around actual case studies, makes it seem do-able. This is a must-read for parents and educators who want to understand and improve the school lives of children.
Copyright 2002 Cahners Business Information, Inc. --This text refers to the Hardcover edition.
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PLANET earth is inhabited by all kinds of people who have all kinds of minds. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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Customer Reviews

59 Reviews
5 star:
 (42)
4 star:
 (9)
3 star:
 (4)
2 star:
 (4)
1 star:    (0)
 
 
 
 
 
Average Customer Review
4.5 out of 5 stars (59 customer reviews)
 
 
 
 
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5.0 out of 5 stars A Refreshing Alternative, Oct 27 2002
By 
Gregory Nyman (Winchendon, MA United States) - See all my reviews
(REAL NAME)   
This review is from: A Mind at a Time (Hardcover)
Mel Levine is a pediatrician and what some would call a "learning expert," and as such, he explains the task of learning and promotes the methods in which to help every child learn appropriately.

It is evident that childrens' minds work differently, with some advancing well through the multiplicity of tasks which they must learn in school. Then there are the others who struggle.

Rather than "labeling" children, or even these "others," as "learning disabled" or that A.D.D., Mel Levine advocates diagnosing particular problems and using quite specific strategies to overcome them.

This is a breath of fresh air which has entered into this dialogue, and I would recommend those who want a provocative read to dive right in.

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4.0 out of 5 stars Excellent book for teachers and parents, Oct 1 2002
This review is from: A Mind at a Time (Hardcover)
This book helps you identify the issues that are holding your children back, how to prevent labeling and how to identify their learning style and promote their strengths. It can give you general information about how to promote a healthy emotional development. I would couple this book with practical application through a book entitled Kid Cooperation: How to Stop Yelling, Nagging and Pleading. The result of combining the knowledge from these two books will be happy, well-rounded children and peaceful parents.
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5.0 out of 5 stars A practical and positive approach, Aug 27 2002
By 
magellan (Santa Clara, CA) - See all my reviews
(TOP 500 REVIEWER)   
This review is from: A Mind at a Time (Hardcover)
When I was studying psychology and neurobiology almost 30 years ago, the big learning dichotomy was between visually minded people and auditorily minded people, of which 80% were visual and 20% auditory, it was thought. It was felt our school systems catered largely to visual types, and so the auditory types got short shrift.

Then came another famous dichotomy, the great Roger Sperry's theory of left- and right-brained people, an idea that so galvanized and captured the popular imagination that it became a permanent part of our popular culture. Again, our system was thought to do a better job of educating the more analytical left-brained types than the more creative, spatial, and intuitive right-brained types.

Since then other eminent psychologists, such as Howard Gardner, with his theory of frames and multiple intelligences, have propounded similar ideas. Whether or not any of these theories has had much impact on the educational process, there is no doubt that our system of mass education lacks the awareness of, and the ability to make the most of, each child's particular set of abilities and particular learning mode.

Levine's book is yet another contribution to this historical tradition, arguing like Gardner that our system of mass education results in a tremendous loss of human potential. He proposes children fall into one of 8 different learning modes, and suggests ways for us to deal with the special developmental and educational needs of each of these different types. The book also contains valuable discussions on the development of memory, language, and motor skills.

Whether Levine's 8-fold system is the last word on learning modes or not, it still goes far beyond the capabilities of our present educational system's ability to implement. But if we could even implement some of the changes Levine suggests, the improvements could be dramatic. Levine's message is timely and his approach compelling, and is perhaps just what our ailing, cookie-cutter educational system needs to do to truly teach and educate our children.

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