Activate learning in all adolescentsà â â including advanced learnersà â â with these practical, developmentally appropriate techniques based on brain research, technology, and a six-point differentiation model.
Activate learning in all adolescentsà â â including advanced learnersà â â with these practical, developmentally appropriate techniques based on brain research, technology, and a six-point differentiation model.
Glenda Beamon Crawford's experiences with young adolescent learners span nearly thirty years. She has taught in grades 4-12 and currently coordinates the middle grades program at Elon University, where she is a professor of teacher education. She has authored three books, including Managing the Adolescent Classroom and Sparking the Thinking of Students, Ages 10-14, as well as articles on structuring classrooms for adolescent thinking and learning. She consults and presents regularly at state, national, and international conferences. Her research and teaching honors include the 2002 North Carolina Award for Outstanding Contribution to Gifted Education, the North Carolina ASCD Outstanding Research Award, and the Teacher of the Year Award.
Inhaltsangabe
Foreword by David H. Reilly Acknowledgments About the Author Introduction and Overview 1. Differentiation and the Learning Brain It¿s All About Good Teaching Practice The Learning Brain Universal Design for Learning (UDL) Cognitive Access for Learning Evolving Conversations About Differentiation Developmentally Responsive Differentiation The Language of Differentiation Content Differentiation Process Differentiation Product Differentiation Powerful Learning Experiences Differentiation Design Principles Summary and Looking Ahead 2. Differentiation and Adolescent Development Adolescent Development Adolescents as Learners Personal Connection Emotional Engagement Appropriate Intellectual Challenge Purposeful Social Interaction Metacognitive Development A Supportive Learning Environment A Prime Time for Learning Brain-Compatible Instruction: A Summary Summary and Looking Ahead 3. Adolescent-Centered Differentiation: Evaluation, Expectation, Engagement, and Exploration Start With the Students A Curriculum of Consequence Getting and Keeping Their Attention Flexigle Opportunities for Interaction Summary and Looking Ahead 4. Metacognitive Extension in Adolescent-Centered Differentiation The Power of Adolescent Metacognition Cognitive Modeling Metacognitive Coaching Guided Metacognitive Inquiry Teaching for Transfer Differentiation in PBL: Two Examples Summary and Looking Ahead 5. A Differentiated Learning Environment: The Affective, Social-Emotional, and Physical Dimensions Invitations to Learn The Social Dimension of the Learning Environment Varying the Physical Environment Managing the Differentiated Learning Environment Summary and Looking Ahead 6. The Intellectual Dimension in the Differentiated Environment The Intellectual Dimension of the Learning Environment Interaction in the Differentiated Learning Environment The New Geography of Learning Summary and Looking Ahead 7. Learning Patterns and Profiles Patterns of Responsive Teaching Determining Student Variance Clusters of Commonality Cluster 1: Gifted or Advanced Learners Cluster 2: English Language Learners (ELL) Cluster Group 3: Students With Learning Challenges Summary and Looking Ahead Epilogue: A Shared Commitment to Equity Project-Based Learning In Conclusion Glossary of Adolescent-Centered Differentiation Terminology References Index
Foreword by David H. Reilly Acknowledgments About the Author Introduction and Overview 1. Differentiation and the Learning Brain It¿s All About Good Teaching Practice The Learning Brain Universal Design for Learning (UDL) Cognitive Access for Learning Evolving Conversations About Differentiation Developmentally Responsive Differentiation The Language of Differentiation Content Differentiation Process Differentiation Product Differentiation Powerful Learning Experiences Differentiation Design Principles Summary and Looking Ahead 2. Differentiation and Adolescent Development Adolescent Development Adolescents as Learners Personal Connection Emotional Engagement Appropriate Intellectual Challenge Purposeful Social Interaction Metacognitive Development A Supportive Learning Environment A Prime Time for Learning Brain-Compatible Instruction: A Summary Summary and Looking Ahead 3. Adolescent-Centered Differentiation: Evaluation, Expectation, Engagement, and Exploration Start With the Students A Curriculum of Consequence Getting and Keeping Their Attention Flexigle Opportunities for Interaction Summary and Looking Ahead 4. Metacognitive Extension in Adolescent-Centered Differentiation The Power of Adolescent Metacognition Cognitive Modeling Metacognitive Coaching Guided Metacognitive Inquiry Teaching for Transfer Differentiation in PBL: Two Examples Summary and Looking Ahead 5. A Differentiated Learning Environment: The Affective, Social-Emotional, and Physical Dimensions Invitations to Learn The Social Dimension of the Learning Environment Varying the Physical Environment Managing the Differentiated Learning Environment Summary and Looking Ahead 6. The Intellectual Dimension in the Differentiated Environment The Intellectual Dimension of the Learning Environment Interaction in the Differentiated Learning Environment The New Geography of Learning Summary and Looking Ahead 7. Learning Patterns and Profiles Patterns of Responsive Teaching Determining Student Variance Clusters of Commonality Cluster 1: Gifted or Advanced Learners Cluster 2: English Language Learners (ELL) Cluster Group 3: Students With Learning Challenges Summary and Looking Ahead Epilogue: A Shared Commitment to Equity Project-Based Learning In Conclusion Glossary of Adolescent-Centered Differentiation Terminology References Index
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