Differentiation for the Adolescent Learner: Accommodating Brain Development, Language, Literacy, and Special Needs

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Overview

Activate learning with practical techniques that put brain research and technology into practice!

Translating brain research into practical classroom strategies, this valuable resource for adolescent-centered teaching provides keys to curriculum design, instruction, and assessment within the context of a developmentally appropriate, differentiated approach. This book focuses on learners’ intellectual, social, and emotional needs and equips teachers with:

  • A six-point differentiation model
  • Tactics tailored to English Language Learners, gifted learners, and students with special needs
  • Ways to capitalize on technology
  • Brain-friendly instructional practices grounded in universal design for learning (UDL)
  • Techniques to create environments aligned with adolescents’ specific developmental needs

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Editorial Reviews

Patricia Long Tucker
"Provides research-based strategies that are easy to understand and implement. "
Cynthia Grindy
"An important contributionfor teachers serious about helping adolescents learn. The book provides tools for a deliberate approach to focus on student learning. "
Maria Timmons Flores
"Presents a broad and coherent framework that builds connections across theories of adolescent learning and development. The curriculum ideas, questions that prompt teachers’ self-reflection, and guidance for curriculum development all offer tangible tools to teacher educators and leaders in professional development efforts. "
Mark A. Springer
"There is something for everyone here.A valuable resource for experienced teachers starting on the road to curriculum integration or switching to teaching adolescents. Preservice teachers would also benefit, because the book emphasizes the nature of the learner. "
David H. Reilly
"Crawford admirably succeeds at addressingperhaps the most demanding of all adolescent educational endeavors: the daily challenge in educating and preparing adolescents' minds and talents for continued future growth. This is a must-read book for teachers and an excellent guide for parents. "
Michele Woodson
"The implications of this type of learning environment for the middle school student are profound. My students will be excited to be a part of such a classroom! "
Tina Mashburn
"Provides teachers with practical approaches to integrate and implement research-based instructional practices that focus on individual student needs. "
Judith Howard
"Crawford has done a remarkable job of bringing together cutting edge ideas on the differentiation of curriculum and instruction. Her six Es give readers a framework for thinking about the essential aspects of differentiation while her overarching goal of empowering students to manage their own learning provides a vital thread throughout. "
Melaine Rickard
"Crawford's book is one that middle grades teachers can truly use. This is the kind of reference that becomes well worn, dog-eared, and written in, not dusty and hidden on a bookshelf. "
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Product Details

  • ISBN-13: 9781412940535
  • Publisher: SAGE Publications
  • Publication date: 5/22/2008
  • Edition description: New Edition
  • Pages: 184
  • Product dimensions: 8.60 (w) x 11.10 (h) x 0.70 (d)

Meet the Author

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, includingManaging the Adolescent Classroom and Sparking the Thinking of Students, Ages 10–14, as well asarticles on structuring classrooms foradolescent 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.

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Table of Contents

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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