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Bestseller!

Differentiation Through Learning Styles and Memory

Second Edition
By: Marilee B. Sprenger

The updated edition of Sprenger’s bestseller demonstrates how to optimize achievement by using brain-based strategies that address students' social/emotional, cognitive, and physical learning preferences.

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Product Details

Grade Level: PreK-12
ISBN: 9781412955454
Published By: Corwin
Year: 2008
Page Count: 184
Publication date: November 02, 2012

Price: $39.95

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Description

"This is the kind of book that needs to be read and reread. There's so much usable information. A great resource for all teachers."
—William Fitzhugh, Fifth-Grade Teacher
Reisterstown Elementary School, MD

"The stories and classroom situations throughout the book really helped me visualize how all of this can be put to use. The author definitely practices what she preaches, whether she is teaching in a classroom or teaching through the written word."
—Kathy Tritz-Rhodes, Principal
Marcus-Meriden-Cleghorn Elementary School, IA

Help students lead with their strengths and gain a deeper understanding of concepts!

Students' learning styles are as diverse as the students themselves, so how can teachers reach all learners according to their strengths?

In this updated edition of the bestseller, Marilee Sprenger demonstrates how to optimize learning by using brain-based strategies that address students' social/emotional, cognitive, and physical learning preferences. The author provides readers with graphic organizers, current research on memory, and new charts to help implement differentiated strategies, and also offers:

An explanation of how the brain processes, stores, and retains information
Pre-assessment strategies for each learning style
"Reflect and Connect" questions to help teachers evaluate their current classroom practice
Learning and memory tips for students
Exit cards, or quick assessments of what students have learned

This comprehensive resource provides the tools you need to create a brain-friendly learning environment and to differentiate content, process, and product for your students' diverse learning needs and strengths.

Author(s)

Marilee B. Sprenger

Marilee Sprenger is an adjunct professor at Aurora University, where she teaches graduate courses on brain-based teaching, learning and memory, and differentiation. A creative and compassionate educator, she began her career teaching prekindergarten and kindergarten. She has also taught at the elementary, middle, and high school level. As an independent consultant, her passion is brain-based teaching and best practices using brain research and differentiation. She also consults in the areas of learning styles, using music in the classroom, teaming, multiple intelligences, emotional intelligence, and memory. As an educational consultant with Two Rivers Professional Development Center, she worked for the Illinois Regional Offices of Education in the area of staff development associated with learning standards and testing. She speaks internationally, and her interactive and engaging style allows participants to make connections with their classrooms and their students. She is affiliated with the American Academy of Neurology and is constantly updated on current research. Sprenger is the author of several books, including Memory 101 for Educators and Becoming a Wiz at Brain-Based Teaching, Second Edition, published by Corwin Press. She has contributed to textbooks, and her articles have appeared in publications such as Educational Leadership and the ASCD Brain-based Education/Learning Styles Networker. Her dedication to education has won her many awards, but she cherishes most the wonderful students and teachers whose lives have touched hers.

Table of Contents

Acknowledgments

About the Author

Prologue

The Way We Do the Things We Do

1. Environments for Learning

Reflect and Connect

What Is Differentiated Instruction?

Maslow's Hierarchy of Human Needs

Physiological Needs

Safety Needs

Need to Belong

Need for Esteem

Need for Self-Actualization

Classroom Environments

Physical Environment

An Attractive Environment

Lighting

Temperature

Color

Nutrition

Music

Humor

Water

Physical Safety

Social/Emotional Environment

Self-Awareness

Self-Management

Social Awareness

Relationship Management

Cognitive Environment

Predictability

Feedback

Novelty

Choice

Challenge

Reflection

The Stage Is Set

Different Strokes

Exit Card

2. Getting to Know Your Students: Learning Strengths

Reflect and Connect

Different Learners/Different Teachers

What Is a Learning Profile?

Attention

Patterns

Why Sensory Pathways?

Sensory Pathways

Visual

Auditory/Verbal

Kinesthetic/Tactile

Sensory Systems

Visual Memory Preference

Auditory/Verbal Memory Preference

Kinesthetic/Tactile Memory Preferences

Hands-On Learners

Whole Body Learners

Doodlers

Perceptual Patterns

The Need to Know

Reteaching

All Pathways Lead to Differentiation

Different Strokes

Exit Card

3. A Matter of Memory: Gaining a Better Understanding of How Students Remember

Reflect and Connect

Phases of Memory

Categorizing Memory

Sensory Memory

Immediate Memory

Active Working Memory

Long-Term Memory

Explicit Memory

How Do We Deal With Explicit Information?

Semantic Memory: Nothing but the Facts

Episodic Memory: Making the Invisible Visible

Implicit Memory

Conditioned Response: Lasting Memories

Procedural Memory: Just Do It!

Emotional Memory: If They Can Feel It - They'll Remember It!

Using Memory Systems to Access Prior Knowledge

Making Connections

Differentiation

Making Garpon Memorable

Automatic Memory

Emotional/Episodic Memory

Everyone Should Be Familiar With Garpon: Is That Your Final Answer?

Different Strokes

Exit Card

4. Differentiating Content, Process, and Product for the Visual Learner

Reflect and Connect

Do You Teach for Visual Memory?

Preassessment and the Visual Learner

Differentiation Design for Learners With Strong Visual Memory

Differentiating for Visual Memory and the Semantic System

Differentiating for Visual Memory and the Episodic System

Differentiating for Visual Memory and the Procedural System

Differentiating for Visual Memory and Conditioned Response

Differentiating for Visual Memory and the Emotional System

Visual Memory: I'll Show You What I Know!

Bloom's Taxonomy and the Visual Learner

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

A Note About Synthesis

Different Strokes

Exit Card

Visual Learner Snapshot

5. Differentiating Content, Process, and Product for the Auditory Learner

Reflect and Connect

Do You Teach for Auditory Memory?

Preassessment and the Auditory Learner

Differentiation Design for Learners With Strong Auditory Memory

Differentiating for Auditory Memory and the Semantic System

Differentiating for Auditory Memory and the Episodic System

Differentiating for Auditory Memory and the Procedural System

Differentiating for Auditory Memory and Conditioned Response

Differentiating for Auditory Memory and the Emotional System

Concentration and the Auditory Learner

Auditory Memory: I'll Tell It Like It Is!

Bloom's Taxonomy and the Auditory Learner

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Different Strokes

Exit Card

Auditory Learner Snapshot

6. Differentiating Content, Process, and Product for the Kinesthetic Learner

Reflect and Connect

Do You Teach for Kinesthetic Memory?

Preassessment and the Kinesthetic Learner

Differentiation Design for Learners With Strong Kinesthetic Memory

Sameness Is Not Always Fairness

Differentiating for Kinesthetic Memory and the Semantic System

Differentiating for Kinesthetic Memory and the Episodic System

Differentiating for Kinesthetic Memory and the Procedural System

Differentiating for Kinesthetic Memory and Conditioned Response

Differentiating for Kinesthetic Memory and the Emotional System

Does It Really Make Any Difference?

Kinesthetic Memory: I'd Rather Do It Myself!

Bloom's Taxonomy and the Kinesthetic Learner

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

The Critter Connection

Different Strokes

Exit Card

Kinesthetic Learner Snapshot

7. Putting It All Together: Memory C.R.E.E.P.S. In!

Reflect and Connect

Identifying Learning Strengths

A Closer Look

Jeffrey

Elise

Jordan

Isaac

Micayla

Tobias

Lemar

Amos

Amanda

Calvin

An Eye Cue

Visual

Auditory

Kinesthetic

Remembering to Remember

Thinking About Thinking

Differentiated Instructional Strategies That Work for All Learners

Cubing

Jigsaw

Different Strokes

Exit Card

Learning and Memory Tips for Students

Epilogue

Bibliography

Index

Reviews

"This is the kind of book that needs to be read and re-read. There’s so much usable information in it. A great resource for all teachers."

William Fitzhugh, Fifth-Grade Teacher
Reisterstown Elementary School, MD

"Provides many useful and helpful techniques that can immediately be implemented to improve learning in any classroom setting."

Michelle Barnea, Early Childhood Consultant

“The stories and classroom situations throughout the book really helped me visualize how all of this can be put to use. The author definitely practices what she preaches, whether she is teaching in a classroom or teaching through the written word.”

Kathy Tritz-Rhodes, Principal
Marcus-Meriden-Cleghorn Elementary School, Marcus and Cleghorn, IA

Other Titles in: Student Engagement & Motivation | Brain-Friendly Teaching & Learning | Learning Styles

Select Format:

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.