• Summary
  • Contents
  • Subject index

Applying the natural human learning process described in the book transformed my students' ability to learn. No teacher, new or experienced, should enter any classroom without a copy of this book.”

—Patricia Jamie Lee, Educational Consultant

Many Kites Press, St. Paul, MN

Teach students to take responsibility for their own success!

This updated edition of the bestselling book on the brain's natural learning process brings new research results and applications in a power-packed teacher tool kit. Rita Smilkstein shows teachers how to create and deliver curricula that help students become the motivated, successful, and natural learners they were born to be. Updated features include:

Guidelines for using the six-step Natural Human Learning Process (NHLP) for lesson planning and test preparation; New information on how technology and Internet research affect student learning; Practical methods for giving all students the tools they need to achieve

The author translates her unique research on students' critical and creative thinking into classroom strategies and sample lesson plans that will help to create a successful learning environment. Building on the content that earned the author an Educator's Award of the Year from the Delta Kappa Gamma International Society, We're Born to Learn provides teachers with practical methods for giving all students the metacognitive, motivational, and technological tools they need to take responsibility for their own achievement.

How People Learn: The Natural Human Learning Process (NHLP): The Missing Link: The Breakthrough
How people learn: The natural human learning process (NHLP): The missing link: The breakthrough

The mind is fire to be kindled, not a vessel to be filled.

Critical and Creative Thinking by Infants and Children

Students are perfectly able to do critical thinking in all their classes. This view may seem to contradict the apparent inability of some students to think critically in their courses. Because some students do succeed, we might assume that the failure to meet the objectives of the course rests with the students, that there must be something wrong with them or what they are doing.

Some educational theorists believe the lower-achieving students have been slower to develop intellectually than the ...

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