Differentiation and the Brain. David A. Sousa

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СКАЧАТЬ style="font-size:15px;">       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

       Epilogue СКАЧАТЬ