The Learning Process

School: Success and Defeat (03:36)
Good schools are those in which children love to learn. Learning stops where children experience defeat and humiliation. Can failure be eradicated? All children are equal in the face of knowledge because different forms of intelligence are equal.

Multiple Intelligences Theory (05:34)
Children exhibit different intelligences such as musical, spatial, and bodily kinesthetic. Teachers must recognize these differences and allow themselves to be vulnerable. Young children listen to and identify a range of different sounds.

Reading: Brain Processes (04:19)
The brain is modified during the process of learning to read. Children break words into smaller units that they correlate with the sounds of language. This ability to decipher comes before the ability to read.

Learning Readiness (03:20)
Between ages five and six, children's brains are mature enough to learn to read. For every learning problem, there are solutions because the brain is flexible and is modified by learning processes.

Linguistic Disorders and Linguistic Creativity (04:33)
Linguistic disorders are unrelated to intelligence. Children must learn to read and write because it is the key to understanding the world. Fifth graders demonstrate creative uses of language through poetry.

Mathematics and the Brain (04:28)
Educational programs must develop each skill separately to accommodate different cerebral networks. Educational systems are responsible for teaching in a way that triggers mathematic learning centers in the brain.

Meaningful Mathematics (05:46)
Innovative ways of teaching mathematics to children do not limit math to quantification. What children learn can be adapted to other situations. Language and meaning are critical to children’s understanding of mathematics.

Relevant Learning (03:59)
Between the ages of three and five, children have extraordinary curiosity and brain readiness for mathematical concepts. The notion of being "bad at math" is a misconception. Schools must challenge young children's growing, developing brains.

Learning: Active Engagement (04:23)
Young children must understand that what they learn is useful. Children have an extraordinary thirst for knowledge, and they should be encouraged to ask questions and solve real problems of language and mathematics.

Science: Intelligent Understanding (05:11)
Children on a field project demonstrate two primary learning objectives: intelligence helps children understand the world, and once they understand the world, they can act upon it and transform it.

Affective Learning (04:29)
When children engage in science through hands-on experiences, they respond emotionally to science and learning. Children must experience success in learning some activities or they will develop mind blocks and low self-esteem.