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Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom (Use Brain-Based Learning and Neuroeducation to Differentiate Instruction) 2nd ed. [Minkštas viršelis]

3.93/5 (217 ratings by Goodreads)
, (University of Alabama at Birmingham)
  • Formatas: Paperback / softback, 240 pages, aukštis x plotis x storis: 277x213x15 mm, weight: 703 g, Illustrations
  • Išleidimo metai: 20-Feb-2018
  • Leidėjas: Solution Tree Press
  • ISBN-10: 1945349522
  • ISBN-13: 9781945349522
Kitos knygos pagal šią temą:
Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom (Use Brain-Based Learning and Neuroeducation to Differentiate Instruction) 2nd ed.Didesnis paveikslėlis
  • Formatas: Paperback / softback, 240 pages, aukštis x plotis x storis: 277x213x15 mm, weight: 703 g, Illustrations
  • Išleidimo metai: 20-Feb-2018
  • Leidėjas: Solution Tree Press
  • ISBN-10: 1945349522
  • ISBN-13: 9781945349522
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781945349522.html
Raktažodžiai:

Students are becoming more academically and culturally diverse, making it more important than ever to shift away from a one-size-fits-all approach to teaching and learning. The second edition of this best-selling book will help you create truly effective, brain-friendly classrooms for all learners. The authors share an array of updated differentiated instruction examples, scenarios, and exercises, as well as the latest educational psychology research from cognitive psychology, neuroscience, and pedagogy.

Learn more about teaching diverse learners using brain-based learning strategies:

  • Explore how the brain learns and approaches to differentiation.
  • Sharpen your knowledge of developmental cognitive neuroscience and educational psychology to teach the best content in the best possible way.
  • Use the knowledge of educational neuroscience (neuroeducation) to benefit the students you teach.
  • Design and implement strategies for effective differentiated instruction.
  • Create a positive and productive learning environment that supports diversity in the classroom.

Contents:
Introduction
Chapter 1: The Nonnegotiables of Effective Differentiation
Chapter 2: Mindset, Learning Environment, and Differentiation
Chapter 3: Curriculum and Differentiation
Chapter 4: Classroom Assessment and Differentiation
Chapter 5: Differentiating in Response to Student Readiness
Chapter 6: Differentiating in Response to Student Interest
Chapter 7: Differentiating in Response to Student Learning Profile
Chapter 8: Managing a Differentiated Classroom
References and Resources
Index

About the Authors ix
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(12)
X-Focus on Learners
8(2)
A Model for Effective Differentiation
10(4)
Brain Research and Differentiation
14(2)
Differentiation in a Nutshell
16(3)
2 Mindset, Learning Environment, and Differentiation
19(30)
What Are Mindsets?
20(1)
The Effective Teacher's Mindset
21(8)
Teachers Have a Lifelong Impact
21(1)
The Classroom Must Feel Safe and Secure
22(1)
All Students Want to Succeed
23(1)
Teachers Must Meet the Social-Emotional Needs of Students
24(2)
Technology Is Affecting Social Skills
26(1)
Empathy Is Very Important
26(1)
Students Should Feel a Sense of Ownership of Their Education
27(1)
Teachers Should Identify and Reinforce Each Student's Areas of Competence
27(1)
Teachers Should Address Fears of Failure and Humiliation
28(1)
Discipline Is a Teaching Process
28(1)
Fixed and Growth Mindsets
29(4)
Mindset, Teaching, and Learning
29(2)
Fixed and Growth Mindsets and Differentiation
31(2)
Classroom Environments and Differentiation
33(6)
Learning Environments, Student Affect, and Differentiation
34(2)
Learning Environments, Student Cognition, and Differentiation
36(3)
Exercise 2.1 Questions for Teachers About Mindset, Learning Environment, and Differentiation
39(2)
Exercise 2.2 Questions for Teachers About Student Affective Needs, Learning Environment, and Differentiation
41(4)
Exercise 2.3 Reflections on Cognitive Traits of Learners and the Environments That Support Those Traits
45(2)
Exercise 2.4 Questions for Teachers About Student Cognitive Needs, Learning Environment, and Differentiation
47(2)
3 Curriculum and Differentiation
49(18)
The Importance of a Quality Curriculum
49(2)
Quality Curriculum Is Organized Around Essential Content Goals
51(4)
Curriculum Races Are Not Brain Friendly
52(2)
Specificity Is Important
54(1)
Quality Curriculum Is Aligned
55(1)
Quality Curriculum Focuses on Student Understanding
56(5)
Learning Tasks Should Extend Understandings
58(1)
Understandings Build Neural Networks
59(1)
Different Pathways Lead to Common Goals
60(1)
Quality Curriculum Engages Students
61(1)
Quality Curriculum Is Authentic
62(2)
Quality Curriculum Is Effectively Differentiated
64(1)
Exercise 3.1 Questions for Teachers About the Quality of a Curriculum Unit
65(2)
4 Classroom Assessment and Differentiation
67(24)
Baggage From the Past: Negative Images of Classroom Assessment
67(2)
Testing and Stress
69(2)
Stress and Recall
69(1)
Stress and Timed Tests
70(1)
A More Productive View of Assessment
71(3)
Purposes of Classroom Assessments
74(5)
Assessment of Learning
74(3)
Assessment for Learning
77(1)
Assessment as Learning
77(2)
Assessment and Differentiation
79(3)
Grading and Differentiation
82(4)
The Importance of Clear Goals
86(2)
Exercise 4.1 Questions for Teachers to Ask to Determine Whether an Assessment Is Effective
88(3)
5 Differentiating in Response to Student Readiness
91(30)
Readiness Versus Ability
92(1)
Why Addressing Readiness Matters
93(4)
The Challenge of ZPD in the Classroom
95(1)
Support From Neuroscience
96(1)
Bridge Building
97(1)
The Role of Classroom Elements in Planning for Readiness Differentiation
97(4)
Learning Environment
98(1)
Curriculum
98(1)
Instruction
99(1)
Assessment
99(2)
Classroom Management
101(1)
Some Guidelines for Differentiating in Response to Student Readiness
101(4)
Content, Process, and Product Differentiation Based on Student Readiness
105(3)
Content
105(2)
Process
107(1)
Product
107(1)
Learning Contracts and Tiering for Differentiation
108(6)
Learning Contracts
108(2)
Tiering
110(4)
Exercise 5.1 Questions for Teachers About Differentiating Instruction Based on Student Readiness
114(3)
Exercise 5.2 Activities for Differentiating Content, Process, and Product Based on Student Readiness
117(4)
6 Differentiating in Response to Student Interest
121(28)
Attend to Student Interest
122(2)
Why Student Interests Matter
124(1)
Neuroscience and Interest
125(2)
Seven Themes for Addressing Student Interest in the Classroom
127(2)
The Role of Classroom Elements in Planning for Interest-Based Differentiation
129(2)
Learning Environment
129(1)
Curriculum
130(1)
Assessment
130(1)
Classroom Management
131(1)
Guidelines for Differentiating in Response to Student Interest
131(4)
Guidelines for Differentiating Content, Process, and Product Based on Student Interest
135(3)
Content
136(1)
Process
137(1)
Product
137(1)
Guidelines for Differentiating With Expert Groups and Sidebar Studies
138(5)
Expert Groups
138(2)
Sidebar Studies
140(3)
Exercise 6.1 Questions for Teachers About Differentiating Instruction Based on Student Interest
143(3)
Exercise 6.2 Activities for Differentiating Content, Process, and Product Based on Student Interest
146(3)
7 Differentiating in Response to Student Learning Profile
149(1)
The Aspects of Learning Profile
149(9)
Learning Styles
150(1)
Intelligence Preferences
151(2)
Culture
153(2)
Gender
155(3)
Learning Profile: An Evolving Concept
158(5)
What Neuroscience Research Says About Learning Profile
160(1)
What a Learning Profile Should and Shouldn't Mean
161(2)
Some Guidelines for Differentiating in Response to Learning Profile
163(3)
Differentiate Content, Process, and Product Based on Learning Profile
166(4)
Content
167(2)
Process
169(1)
Product
170(1)
Differentiate With Synthesis Groups and Thinking Caps
170(4)
Synthesis Groups
171(1)
Thinking Caps
172(2)
An Additional Thought
174(2)
Exercise 7.1 Questions for Teachers About Differentiating Instruction Based on Student Learning Profile
176(3)
8 Managing a Differentiated Classroom
179(22)
A Common View of Classroom Management
179(2)
An Alternative View of Classroom Management
181(3)
Eight Principles of Leading Students
184(2)
Beginning to Lead
186(2)
Helping Students Examine Their Learning Differences
188(2)
Graphing Strengths
189(1)
Trying It on for Size
190(1)
Visiting the Doctor
190(1)
Making Paper People
190(1)
Helping Students Think About Differentiation
190(3)
Some Guidelines for Managing a Differentiated Classroom
193(4)
Use Anchor Activities
193(1)
Consider Using Assigned or Home-Base Seats
194(1)
Set Basic Parameters
194(1)
Develop Methods for Assigning Students to Groups
195(1)
Develop Methods for Giving Directions for Multiple Tasks
196(1)
Develop Procedures for Students to Get Help When the Teacher Is Busy
197(1)
Leading and Managing Successfully
197(2)
Exercise 8.1 Some Guidelines to Ensure Effective Group Work
199(2)
Epilogue 201(2)
References and Resources 203(16)
Index 219