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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

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