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Differentiation and the brain : how neuroscience supports the learner-friendly classroom Cover Image Book Book

Differentiation and the brain : how neuroscience supports the learner-friendly classroom

Sousa, David A. (Author). Tomlinson, Carol A. (Added Author).

Summary: Explains how discoveries about how the brain learns support the basic principles of differentiation. Includes suggestions on how to establish and manage differentiated classrooms.

Record details

  • ISBN: 9781935249597 (perfect bound)
  • ISBN: 9781935249603 (library ed.)
  • Physical Description: print
    xii, 202 p. : ill. ; 28 cm.
  • Publisher: Bloomington, IN : Solution Tree Press, c2011.

Content descriptions

Bibliography, etc. Note: Includes bibliographical references and index.
Formatted Contents Note: The nonnegotiables of effective differentiation -- Mindset, learning environment, and differentiation -- Curriculum and differentiation -- Classroom assessment and differentiation -- Differentiating in response to student readiness -- Differentiating in response to student interest -- Differentiating in response to student learning profile -- Managing a differentiated classroom.
Target Audience Note:
Reading level: Independent (Gr 8+).

Search for related items by subject

Subject: Individualized instruction -- Psychological aspects
Learning, Psychology of
Brain
Neurosciences
Individualized instruction
Learning psychology

Available copies

  • 1 of 1 copy available at Decoda Literacy Library.

Holds

  • 0 current holds with 1 total copy.
Show Only Available Copies
Location Call Number / Copy Notes Barcode Shelving Location Holdable? Status Due Date
Decoda Literacy Library 371.394 S68 2011 (Text) 35410000017392 General Collection Volume hold Available -
► Summaries & More
▼ Additional Content
About the Authors xi
Introduction 1(6)
How Brain-Friendly is Differentiation?
1(1)
The Rise, Fall, and Rise of Differentiation
2(1)
About This Book
3(4)
Questions This Book Will Answer
3(1)
Chapter Contents
4(1)
Other Helpful Tools
5(2)
1 The Nonnegotiables of Effective Differentiation
7(10)
Teaching With a Focus on Learners
8(1)
A Model for Effective Differentiation
9(4)
Brain Research Supports Differentiation
13(2)
Differentiation in a Nutshell
15(2)
2 Mindset, Learning Environment, and Differentiation
17(28)
What Are Mindsets?
18(1)
The Effective Teacher's Mindset
19(7)
Teachers Have a Lifelong Impact
19(1)
The Classroom Must Feel Safe and Secure
20(1)
All Students Want to Succeed
21(1)
The Social-Emotional Needs of Students Must Be Met
22(2)
Empathy Is Very Important
24(1)
Students Should Feel a Sense of Ownership of Their Education
24(1)
Teachers Should Identify and Reinforce Each Student's Areas of Competence
24(1)
Teachers Should Address Fears of Failure and Humiliation
25(1)
Discipline Is a Teaching Process
25(1)
Fixed and Growth Mindsets
26(4)
Mindset, Teaching, and Learning
26(2)
Fixed and Growth Mindsets and Differentiation
28(2)
Classroom Environments and Differentiation
30(6)
Learning Environments, Student Affect, and Differentiation
31(1)
Learning Environments, Student Cognition, and Differentiation
32(4)
Exercise 2.1 Questions for Teachers About Mindset and Differentiation
36(2)
Exercise 2.2 Questions for Teachers About Student Affective Needs, Learning Environment, and Differentiation
38(3)
Exercise 2.3 Reflections on Cognitive Traits of Learners and the Environments That Support Those Traits
41(1)
Exercise 2.4 Questions for Teachers About Student Cognitive Needs, Learning Environment, and Differentiation
42(3)
3 Curriculum and Differentiation
45(18)
The Importance of a Quality Curriculum
45(2)
Quality Curriculum Is Organized Around Essential Content Goals
47(4)
Curriculum Races Are Not Brain-Friendly
48(2)
Specificity is Important
50(1)
Quality Curriculum Is Aligned
51(1)
What Alignment Means
51(1)
Quality Curriculum Focuses on Student Understanding
52(4)
Learning Tasks Should Extend Understandings
53(1)
Understandings Build Neural Networks
54(1)
Different Pathways to Common Goals
55(1)
Quality Curriculum Engages Students
56(1)
Quality Curriculum Is Authentic
57(2)
Differentiating Quality Curriculum
59(2)
Exercise 3.1 Questions for Teachers About the Quality of a Curriculum Unit
61(2)
4 Classroom Assessment and Differentiation
63(22)
Luggage From the Past: Negative Images of Classroom Assessment
63(2)
Testing and Stress
65(1)
Stress and Recall
65(1)
What About Timed Tests?
66(1)
A More Productive View of Assessment
66(4)
Purposes of Classroom Assessments
70(3)
Assessment of Learning
70(2)
Assessment for Learning
72(1)
Assessment as Learning
73(1)
Assessment and Differentiation
73(4)
Grading and Differentiation
77(2)
The Value of Report Card Grades
78(1)
The Importance of Clear Goals
79(3)
Exercise 4.1 Questions for Teachers to Ask to Determine Whether an Assessment Is Effective
82(3)
5 Differentiating in Response to Student Readiness
85(26)
Readiness Versus Ability
86(1)
Why Addressing Readiness Matters
87(4)
The Challenge of ZPD in the Classroom
88(1)
Support From Neuroscience
89(1)
Building Bridges
90(1)
The Role of Classroom Elements in Planning for Readiness Differentiation
91(3)
The Learning Environment
92(1)
Curriculum
92(1)
Assessment
92(1)
Classroom Management
93(1)
Instruction
94(1)
Some Guidelines for Differentiating in Response to Student Readiness
94(4)
Differentiating Content, Process, and Product Based on Student Readiness
98(2)
Content
98(1)
Process
99(1)
Product
100(1)
Differentiating With Learning Contracts and Tiering
100(6)
Learning Contracts
100(2)
Tiering
102(4)
Exercise 5.1 A Checklist for Differentiating Instruction Based on Student Readiness
106(2)
Exercise 5.2 Differentiating Content, Process, and Product Based on Student Readiness
108(3)
6 Differentiating in Response to Student Interest
111(26)
Attending to Student Interest
112(1)
Why Addressing Student Interests Matters
113(2)
Neuroscience and Interest
115(1)
Seven Themes for Addressing Student Interest in the Classroom
116(2)
The Role of Classroom Elements in Planning for Interest-Based Differentiation
118(2)
Learning Environment
118(1)
Curriculum
119(1)
Assessment
119(1)
Classroom Management
120(1)
Some Guidelines for Differentiating in Response to Student Interest
120(4)
Differentiating Content, Process, and Product Based on Student Interest
124(2)
Content
124(1)
Process
125(1)
Product
126(1)
Differentiating With Expert Groups and Sidebar Studies
126(5)
Expert Groups
126(2)
Sidebar Studies
128(3)
Exercise 6.1 A Checklist for Differentiating Instruction Based on Student Interest
131(3)
Exercise 6.2 Activities for Differentiating Content, Process, and Product Based on Student Interest
134(3)
7 Differentiating in Response to Student Learning Profile
137(28)
The Elements of Learning Profile
137(9)
Learning Styles
138(1)
Intelligence Preferences
139(2)
Culture
141(2)
Gender
143(3)
Learning Profile: An Evolving Concept
146(2)
What Neuroscience Research Says About Learning Profile
147(1)
What Learning Profile Should and Shouldn't Mean
148(1)
Some Guidelines for Differentiating in Response to Learning Profile
148(4)
Differentiating Content, Process, and Product Based on Learning Profile
152(4)
Content
153(2)
Process
155(1)
Product
156(1)
Differentiating With Synthesis Groups and Thinking Caps
156(3)
Synthesis Groups
157(1)
Thinking Caps
158(1)
A Final Thought
159(3)
Exercise 7.1 A Checklist for Differentiating Instruction Based on Student Learning Profile
162(3)
8 Managing a Differentiated Classroom
165(22)
A Common View of Classroom Management
165(1)
An Alternative View of Classroom Management
166(4)
Seven Principles of Leading Students
170(1)
Beginning to Lead
171(3)
Strategies for Helping Students Examine Their Learning Differences
174(2)
Graphing Your Strengths
174(1)
Try It On for Size
174(1)
A Visit to the Doctor
174(1)
Paper People
175(1)
Helping Students Think About Differentiation
176(2)
Some Guidelines for Managing a Differentiated Classroom
178(4)
Use Anchor Activities
178(1)
Consider Using Assigned or Home-Base Seats
179(1)
Set Basic Parameters
179(1)
Develop Methods for Assigning Students to Groups
180(1)
Develop Methods for Giving Directions for Multiple Tasks
181(1)
Develop Procedures for Students to Get Help When the Teacher Is Busy
182(1)
Leading and Managing Successfully
182(1)
Conclusion
183(2)
Exercise 8.1 Some Guidelines for Teachers for Effective Group Work
185(2)
References 187(10)
Index 197

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