Differentiation Through Learning Styles and Memory
Purchase
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.
Contents
Acknowledgments
Acknowledgments
About the Author
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
Epilogue
Bibliography
Bibliography
Index
Index
Additional materials
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.
Contents
Acknowledgments
Acknowledgments
About the Author
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
Epilogue
Bibliography
Bibliography
Index
Index
Additional materials
Reviews
April 2008 | 184 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 27/02/2023 | 9781412955454 | $39.95 |
| Hardcover | 27/02/2023 | 9781412955447 | $87.95 |
| Lifetime | 27/02/2023 | 9781452295046 | $36.00 |
"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.
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