Think Big, Start Small: How to Differentiate Instruction in a Brain-Friendly Classroom

by Gregory, Gayle; Kaufeldt, Martha

• ISBN13: 9781935543060
• ISBN10: 1935543067
• Format: Paperback
• Copyright: 2011-09-30
• Publisher: Solution Tree

Summary

Mind, brain, and education (MBE) is a growing field that is incorporating neuroscience and cognitive and educational psychology into the world of education. While sometimes intimidating, neuroscience offers great insights into our students and how to best reach them. Teachers do not need to become neuroscientists to accomplish this, but having a basic understanding of the brain and how it operates can serve as a solid foundation for designing optimal classroom environments, curricula, and instructional strategies. Think Big, Start Small pares down the vast field of neuroscience and provides educators with simple brain-compatible strategies that will make a difference in their differentiated classrooms.

Table of Contents

About the Authors	p. ix
Introduction	p. 1
What We Know About Learning	p. 2
Differentiation in a Brain-Friendly Classroom	p. 3
What You'll Find in This Book	p. 6
Using Educational Neuroscience to Differentiate Instruction	p. 9
Differentiation in the Genera! Education Classroom	p. 9
Brain-Compatible Classrooms	p. 12
Seven Common Brain Principles for Educators	p. 15
21st Century Brains	p. 19
Finding the Learner's Sweet Spot	p. 21
So What About Learning Styles?	p. 23
Gardner's Multiple Intelligences Theory	p. 24
Teacher Mindsets	p. 26
Think Big, Start Small	p. 28
Chapter Review	p. 29
Creating a Brain-Compatible Environment	p. 31
Physical Environment	p. 32
Basic Needs	p. 34
Systems and Patterns	p. 37
Stress Management	p. 41
Social Connections	p. 43
Welcoming Digital Natives	p. 45
Chapter Review	p. 47
Engaging, Exciting, and Energizing the Learner	p. 49
Novelty and Humor	p. 51
Mini-Challenges and Competitions	p. 54
Activating Prior Knowledge and Building Curiosity	p. 56
Choice Opportunities	p. 58
Digital Hooks	p. 62
Chapter Review	p. 65
Exploring the Learning	p. 67
Rote and Elaborative Rehearsal	p. 67
Best Practices for Active Processing	p. 68
Long-Term Memory	p. 71
Cooperative Group Learning	p. 72
Social Skills for Student Success	p. 78
Note Taking and Summarizing	p. 80
Projects	p. 83
Chapter Review	p. 86
Here is... Where is?	p. 88
Note-Taking Template	p. 89
Extending and Expanding Learning for Every Student	p. 91
Tiered Lessons	p. 91
Adaptations, Accommodations, and Modifications	p. 96
Jump-Starts	p. 98
Organizing Student Tasks by Interest and Learning Preference	p. 99
Lateral Enrichment and Expansion	p. 102
Chapter Review	p. 112
Evaluating the Learning	p. 115
Guidelines for Assessment	p. 116
Getting to Know Your Students	p. 117
Preassessments	p. 117
Formative Assessments	p. 119
Feedback Is the Breakfast of Champions	p. 120
An Adjustable Moment	p. 122
The Power of Do-Overs	p. 124
Summative Assessments	p. 125
Chapter Review	p. 127
Think Big, Start Small	p. 129
Planning Guide	p. 130
The Art of Differentiation Is Greater Than the Sum of Its Parts	p. 135
Chapter Review	p. 136
Planning Template for Differentiated Instruction	p. 737
Teacher Self-Assessment: Differentiated Curriculum and Instructional Practices	p. 138
References and Resources	p. 141
Index	p. 151
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