By David A. Sousa
In Differentiation and the mind: How Neuroscience helps the Learner-Friendly lecture room, authors David Sousa and Carol Ann Tomlinson learn the fundamental ideas of differentiation in mild of what the present examine on academic neuroscience has printed. This study pool bargains info and insights that could aid educators come to a decision no matter if yes curricular, tutorial, and evaluation offerings usually are greater than others. The authors additionally provide feedback on the best way to determine and deal with differentiated study rooms with out implementing extra heavy burdens on academics educate another way and smarter, now not more durable. in truth, whilst appropriately applied, differentiation emphasizes shared accountability among instructor and pupil a fascinating final result, as the mind that does the paintings is the mind that learns!
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Additional info for Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom
3 (page 41) invites teachers and administrators to reflect on a summary of what we know about learners, the nature of their learning, and the kind of environment necessary to support each student’s ability to learn (National Research Council, 1999). Among the qualities that make learning environments conducive to developing student cognition, we know that three are particularly important: 1. Our best knowledge and understanding of the nature of the learning process points to learner-centered classroom environments.
In what ways does the environment in your classroom tap into and extend student interests? 4. How does the environment in your classroom offer a variety of ways to explore and express ideas? 5. In what ways does the environment in your classroom acknowledge and encourage attention to student differences in language, culture, gender, and economic status? 6. What structures, routines, and procedures do you use to help students understand, accept, value, and support their commonalities and differences as learners?
Another strategy for enhancing a sense of competence is to offer students opportunities to help others. For example, older students with learning problems could read to younger children, or students of varying abilities could work together as a team, bringing their own unique strengths to different projects. Students experience more positive feelings toward school and are more motivated to learn if they are encouraged to contribute to the school environment. Teachers Should Address Fears of Failure and Humiliation As mentioned earlier, fear is an intense emotional response that shuts down higher cognitive processes so that the brain can focus on the source of the fear and decide how to deal with it.
Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom by David A. Sousa