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

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© 2008 | 184 pages | Corwin

"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."
—Mark A. Springer, Teacher
Radnor Middle School, Wayne, PA

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

The changes and complexities of the adolescent mind bring unique challenges as well as opportunities to the classroom. This valuable resource for student-centered teaching provides keys to curriculum design, instruction, and assessment within the context of a developmentally appropriate, differentiated approach.

Translating the latest brain research into practical classroom strategies, the author focuses on the adolescent learner and outlines brain-compatible instructional strategies applicable to all students, including English Language Learners, gifted populations, and others with special needs. Readers will encounter a six-point differentiated model based on adolescents' need for personal connection, appropriate intellectual challenge, emotional engagement, guided social interaction, metacognitive development, and a supportive learning environment. The guide also equips teachers with ready-to-use tips, tools, and resources, including:

  • Ways to capitalize on technology to enhance differentiated instruction
  • Brain-friendly strategies grounded in current neuroscience research and universal design for learning (UDL)
  • Straightforward explanations on how changes in adolescent brain structure impact learning
  • Techniques to create and manage a classroom environment aligned with adolescents' specific developmental needs

Focusing on learners' intellectual, social, and emotional development, Differentiation for the Adolescent Learner offers a proven plan for teachers to create meaningful learning experiences that inspire students to take control of their own learning.

 
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

"Provides research-based strategies that are easy to understand and implement."

Patricia Long Tucker, Regional Superintendent
District of Columbia Public Schools, DC

"An important contribution for teachers serious about helping adolescents learn. The book provides tools for a deliberate approach to focus on student learning."

Cynthia Grindy, Chemistry Teacher
Duluth East High School, Duluth, MN

"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."

Maria Timmons Flores, Assistant Professor
Lewis & Clark College

"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."

Mark A. Springer, Teacher
Radnor Middle School, Wayne, PA

"Crawford admirably succeeds at addressing perhaps 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."

David H. Reilly, Retired Dean
School of Education, University of North Carolina at Greensboro

"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!"

Michele Woodson, Curriculum Facilitator
Southern Middle School, Graham, NC

"Provides teachers with practical approaches to integrate and implement research-based instructional practices that focus on individual student needs."

Tina Mashburn, Director of Middle Grades Education
Rowan-Salisbury School System, NC

"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."

Judith Howard, Professor of Education
Elon University

"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."

Melaine Rickard, Teacher
Alamance-Burlington Schools, NC
Key features
  • Adds an important new title to Corwin's strong line of products for differentiated instruction
  • Makes adolescent brain research implications clear and practical for teachers

  • Expands Corwin offerings for middle school and secondary
  • Includes strategies for ELL
  • Addresses differences in literacy skills
  • Emphasizes importance of social learning for adolescents
  • Customizes Universal Design for teaching adolescents
  • Includes ways to incorporate technology as tool for differentiation

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ISBN: 9781412940542
$36.95

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