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

ISBN-10: 1412940540

ISBN-13: 9781412940542

Edition: 2008

Authors: Glenda Beamon Crawford

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All students have the capacity to learn and achieve if they have the opportunity to access, process, and demonstrate knowledge of content and skills in ways that are personally meaningful. The ultimate goal of differentiation in the adolescent classroom is to empower students with the cognitive strategies and personal efficacy to manage their own learning. Using Universal Design for Learning (UDL) as a model, Differentiation for the Adolescent Learner introduces a differentiation framework for adolescent-centered learning that incorporates research from the field of neuroscience on the developing and learning adolescent brain. The book pays close attention to adolescents' developmental needs for personal connection, appropriate intellectual challenge, emotional engagement, guided social interaction, metacognitive development, and a supportive learning environment and incorporates these developmental considerations into a six-point differentiation model: Evaluation: Diagnostic, ongoing formative, and culminating student assessment Expectation: Curriculum designed around age-relevant themes and essential content understandings Engagement: Authentic and relevant learning experiences that motivate by building on students' knowledge and preferences Exploration: Structured and flexible social interaction that promotes collaborative inquiry Extension: Explicit instruction to promotelearners' metacognitive development, self-regulation, and learning transfer Environment: A classroom learning community responsive to adolescents' physical, social, intellectual, and emotional development
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Book details

List price: $36.95
Copyright year: 2008
Publisher: Corwin Press
Publication date: 5/22/2008
Binding: Paperback
Pages: 184
Size: 8.25" wide x 10.75" long x 0.50" tall
Weight: 1.144
Language: English

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, includingnbsp; Managing the Adolescent Classroom and Sparking the Thinking of Students, Ages 10-14, as well asnbsp;articles on structuring classrooms fornbsp;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.

About the Author
Introduction and Overview
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
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
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
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
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
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
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
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