Differentiation and the Brain - David A. Sousa

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questions such as the following.

      • What kind of model can teachers use as a basis for setting up a differentiated and brain-friendly classroom?

      • How do the mindsets of teachers and students affect differentiation?

      • What kind of learning environment is most conducive to learning and differentiation?

      • What are the five major components of a brain-friendly quality curriculum?

      • What are effective practices for assessing student achievement to inform teaching and learning?

      • What does student readiness mean, and how do teachers respond to it?

      • How important are student interests in the differentiated classroom, and how are they handled?

      • What are the components of learning profiles, and how do teachers plan for them?

      • What are some strategies for effectively leading students and managing the routines in a differentiated classroom?

      In this edition, we updated references and added the findings from new educational neuroscience research that support the elements of differentiated instruction. We have included new instructional strategies and teacher-tested examples related to implementing differentiated instruction components, as well as offered new guidance on working with issues related to learning profiles.

      This book contains the following eight chapters that explore differentiation and the brain.

      • Chapter 1: The Nonnegotiables of Effective Differentiation—In this chapter, we describe differentiation and its research base. We present a model that incorporates the basic elements of a differentiated classroom and give a brief overview of the model’s parts we discuss in greater detail in succeeding chapters.

      • Chapter 2: Mindset, Learning Environment, and Differentiation—Here we explore different teacher and student mindsets and how they may affect teaching and learning. We describe the impact of the classroom and school environment on body chemistry, as well as on social needs and other factors that affect student learning.

      • Chapter 3: Curriculum and Differentiation—This chapter deals primarily with the five important components of a brain-friendly quality curriculum. We discuss each component and suggest ways to implement it in a differentiated classroom.

      • Chapter 4: Classroom Assessment and Differentiation—Because assessment is such an integral part of teaching and learning, we devote this chapter to examining the nature and purposes of assessment. We focus particularly on those assessment strategies more likely to be effective because they guide teachers in addressing the diversity among learners.

      • Chapter 5: Differentiating in Response to Student Readiness—Student readiness is often equated with student ability, but they are not the same. In this chapter, we explain the differences, discuss why readiness matters, and offer suggestions for responding to student readiness through the learning environment as well as through curriculum, assessment, and management strategies.

      • Chapter 6: Differentiating in Response to Student Interest—How much interest a person has in learning something is a key factor in that person’s motivation to learn and subsequent achievement (Amabile, 1983; Bruner, 1961). Here, we state why addressing students’ interests can make for challenging, rewarding, and successful learning activities. We include suggestions for taking students’ interests into account when supporting an invitational learning environment and when planning curriculum, assessment, and management strategies.

      • Chapter 7: Differentiating in Response to Student Learning Profile—Although teachers are aware that students learn in different ways, planning for these differences on a day-to-day basis may seem impractical. But that is not the case. In this chapter, we describe some components of learning profiles, variables that affect learning profiles, pitfalls of learning styles, and guidelines teachers can use to plan for differing student learning approaches.

      • Chapter 8: Managing a Differentiated Classroom—Our suggestions in the preceding chapters may at first seem overwhelming, but with careful and thoughtful planning, teachers can implement them in productive ways. This chapter helps with that careful and thoughtful planning. It explores the differences between classroom leadership and classroom management and suggests how teachers can use their leadership skills to move students through challenging and exciting learning opportunities in a differentiated learning environment.

      This book includes helpful tools such as vignettes, scenarios, and exercises that provide an opportunity for reflection and real-life application.

      • A Case in Point and A Better Scenario: These vignettes appear in chapters 1 through 8. Positioned at the beginnings of these chapters, A Case in Point describes situations in a typical classroom. At the chapter conclusions, A Better Scenario describes how the classroom situations might improve if the teacher plans for the differentiation component discussed in that chapter. Our hope is these vignettes will demonstrate how using the suggested strategies could make for a positive and productive learning environment and success for students.

      • In the Classroom: These scenarios are intended to help educators envision how various aspects of differentiation, including specific instructional strategies, might look in action in specific, brain-friendly classroom settings.

      • Exercises: In nearly every chapter, we offer questions for reflection along with multiple suggestions about how to design and implement strategies associated with the topic discussed in that chapter. These questions and suggestions come not only from the psychological and neuroscientific research but also from research on the best educational practices associated with differentiation and brain-compatible instruction.

      As we gain a greater understanding of how the human brain learns, we may discover ways to better meet the needs of our increasingly diverse student population. Sometimes, students are attempting to learn in environments designed to help but that instead inadvertently hinder their efforts. By looking for ways to differentiate instruction and change some of our assessment approaches, we may be able to help more students achieve their full potential. We understand the considerable imperfections in many teaching environments. We know teachers long for smaller class sizes, larger rooms, more materials, more time for planning, and more relevant professional support. We are keenly aware of—and saddened by—the unremitting pressure to raise test scores that persists in many schools. We are hopeful those realities won’t outlive us all. In the end, teachers enrich and enliven young lives when they say, “These are my students. This is the only time they will ever experience this grade or these subjects. I understand both the opportunity and the responsibility this presents to me. I will see these students as three-dimensional human beings. I will learn about them. I will continue to sharpen the art and science of my work so I can teach them the best possible content in the best possible ways. I will do whatever I can in this time and place to support the success of each student who comes to me.”

      Our hope is that this book will encourage all school professionals to learn more about how the brain learns and about approaches to differentiation so we can work together for the benefit of all students. In other words, we hope this book will help teachers sharpen their knowledge of the science that illuminates the art of effective teaching and inspire them to use that knowledge to benefit the students they teach.

       CHAPTER 1

       The Nonnegotiables of Effective Differentiation

      It seems awkward to even have to discuss the idea of differentiating curriculum and instruction to meet the needs of different

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