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Differentiation and the Brain How Neuroscience Supports the Learner Friendly Classroom 1st Edition by David A Sousa, Carol Ann Tomlinson ISBN 1935249592 9781935249597

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Differentiation and the Brain How Neuroscience Supports the Learner Friendly Classroom 1st Edition David A. Sousa Digital Instant Download

Author(s): David A. Sousa, Carol Ann Tomlinson
ISBN(s): 9781935249597, 1935249592
Edition: 1
File Details: PDF, 14.28 MB
Year: 2011
Language: english
SKU: EB-5478584 Category: Tags: ,

Differentiation and the Brain How Neuroscience Supports the Learner Friendly Classroom 1st Edition by David A Sousa, Carol Ann Tomlinson – Ebook PDF Instant Download/Delivery: 1935249592, 9781935249597
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Product details:

ISBN 10: 1935249592 
ISBN 13: 9781935249597
Author: David A Sousa, Carol Ann Tomlinson

Examine the basic principles of differentiation in light of educational neuroscience research that will help you make the most effective curricula, instructional, and assessment choices. Learn how to implement differentiation so that it achieves the desired result of shared responsibility between teacher and student.

Differentiation and the Brain How Neuroscience Supports the Learner Friendly Classroom 1st Table of contents:

1. The Nonnegotiables of Effective Differentiation

  • A Focus on Learners

  • A Model for Effective Differentiation

  • Brain Research and Differentiation

  • Differentiation in a Nutshell

2. Mindset, Learning Environment, and Differentiation

  • What Are Mindsets?

  • The Effective Teacher’s Mindset

  • Teachers Have a Lifelong Impact

  • The Classroom Must Feel Safe and Secure

  • All Students Want to Succeed

  • Teachers Must Meet the Social-Emotional Needs of Students

  • Technology Is Affecting Social Skills

  • Empathy Is Very Important

  • Students Should Feel a Sense of Ownership of Their Education

  • Teachers Should Identify and Reinforce Each Student’s Areas of Competence

  • Teachers Should Address Fears of Failure and Humiliation

  • Discipline Is a Teaching Process

  • Fixed and Growth Mindsets

  • Mindset, Teaching, and Learning

  • Fixed and Growth Mindsets and Differentiation

  • Classroom Environments and Differentiation

  • Learning Environments, Student Affect, and Differentiation

  • Learning Environments, Student Cognition, and Differentiation

  • Exercise 2.1 Questions for Teachers About Mindset, Learning Environment, and Differentiation

  • Exercise 2.2 Questions for Teachers About Student Affective Needs, Learning Environment, and Differentiation

  • Exercise 2.3 Reflections on Cognitive Traits of Learners and the Environments That Support Those Traits

  • Exercise 2.4 Questions for Teachers About Student Cognitive Needs, Learning Environment, and Differentiation

3. Curriculum and Differentiation

  • The Importance of a Quality Curriculum

  • Quality Curriculum Is Organized Around Essential Content Goals

  • Curriculum Races Are Not Brain Friendly

  • Specificity Is Important

  • Quality Curriculum Is Aligned

  • Quality Curriculum Focuses on Student Understanding

  • Learning Tasks Should Extend Understandings

  • Understandings Build Neural Networks

  • Different Pathways Lead to Common Goals

  • Quality Curriculum Engages Students

  • Quality Curriculum Is Authentic

  • Quality Curriculum Is Effectively Differentiated

  • Exercise 3.1 Questions for Teachers About the Quality of a Curriculum Unit

4. Classroom Assessment and Differentiation

  • Baggage From the Past: Negative Images of Classroom Assessment

  • Testing and Stress

  • Stress and Recall

  • Stress and Timed Tests

  • A More Productive View of Assessment

  • Purposes of Classroom Assessments

  • Assessment of Learning

  • Assessment for Learning

  • Assessment as Learning

  • Assessment and Differentiation

  • Grading and Differentiation

  • The Importance of Clear Goals

  • Exercise 4.1 Questions for Teachers to Ask to Determine Whether an Assessment Is Effective

5. Differentiating in Response to Student Readiness

  • Readiness Versus Ability

  • Why Addressing Readiness Matters

  • The Challenge of ZPD in the Classroom

  • Support From Neuroscience

  • Bridge Building

  • The Role of Classroom Elements in Planning for Readiness Differentiation

    • Learning Environment

    • Curriculum

    • Instruction

    • Assessment

    • Classroom Management

  • Some Guidelines for Differentiating in Response to Student Readiness

  • Content, Process, and Product Differentiation Based on Student Readiness

    • Content

    • Process

    • Product

  • Learning Contracts and Tiering for Differentiation

    • Learning Contracts

    • Tiering

  • Exercise 5.1 Questions for Teachers About Differentiating Instruction Based on Student Readiness

  • Exercise 5.2 Activities for Differentiating Content, Process, and Product Based on Student Readiness

6. Differentiating in Response to Student Interest

  • Attend to Student Interest

  • Why Student Interests Matter

  • Neuroscience and Interest

  • Seven Themes for Addressing Student Interest in the Classroom

  • The Role of Classroom Elements in Planning for Interest-Based Differentiation

    • Learning Environment

    • Curriculum

    • Assessment

    • Classroom Management

  • Guidelines for Differentiating in Response to Student Interest

  • Guidelines for Differentiating Content, Process, and Product Based on Student Interest

    • Content

    • Process

    • Product

  • Guidelines for Differentiating With Expert Groups and Sidebar Studies

    • Expert Groups

    • Sidebar Studies

  • Exercise 6.1 Questions for Teachers About Differentiating Instruction Based on Student Interest

  • Exercise 6.2 Activities for Differentiating Content, Process, and Product Based on Student Interest

7. Differentiating in Response to Student Learning Profile

  • The Aspects of Learning Profile

    • Learning Styles

    • Intelligence Preferences

    • Culture

    • Gender

  • Learning Profile: An Evolving Concept

  • What Neuroscience Research Says About Learning Profile

  • What a Learning Profile Should and Shouldn’t Mean

  • Some Guidelines for Differentiating in Response to Learning Profile

  • Differentiate Content, Process, and Product Based on Learning Profile

    • Content

    • Process

    • Product

  • Differentiate With Synthesis Groups and Thinking Caps

    • Synthesis Groups

    • Thinking Caps

  • An Additional Thought

  • Exercise 7.1 Questions for Teachers About Differentiating Instruction Based on Student Learning Profile

8. Managing a Differentiated Classroom

  • A Common View of Classroom Management

  • An Alternative View of Classroom Management

  • Eight Principles of Leading Students

  • Beginning to Lead

  • Helping Students Examine Their Learning Differences

    • Graphing Strengths

    • Trying It on for Size

    • Visiting the Doctor

    • Making Paper People

  • Helping Students Think About Differentiation

  • Some Guidelines for Managing a Differentiated Classroom

    • Use Anchor Activities

    • Consider Using Assigned or Home-Base Seats

    • Set Basic Parameters

    • Develop Methods for Assigning Students to Groups

    • Develop Methods for Giving Directions for Multiple Tasks

    • Develop Procedures for Students to Get Help When the Teacher Is Busy

  • Leading and Managing Successfully

  • Exercise 8.1 Some Guidelines to Ensure Effective Group Work

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Tags: David A Sousa, Carol Ann Tomlinson, Differentiation, Neuroscience Supports, Friendly Classroom