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In Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom, Second Edition, authors David Sousa and Carol Ann Tomlinson examine the basic principles of differentiation in light of what the current research on educational neuroscience reveals. This research offers information and insights that can help educators decide whether certain curricular, instructional, and assessment choices are likely to be more effective than others. The authors also offer suggestions on how to establish and manage differentiated classrooms without imposing additional heavy burdens on teachers—teach differently and smarter, not harder. In fact, when properly implemented, differentiation emphasizes shared responsibility between teacher and student—a desirable outcome, because the brain that does the work is the brain that learns!
This book is different from all the other books on differentiation in that it combines two imperatives that face nearly all educators today:
1. Research is revealing so much about how the brain learns that educators can no longer ignore the implications of these discoveries for educational practice.2. Teachers need to find ways to use this brain research to develop strategies that will allow students to succeed in classrooms that contain a diverse mix of abilities, cultures, and languages.
(A joint publication of ASCD and Solution Tree, 2018) 8 1/2" x 11", 240 pages
In this stirring follow-up to the award-winning Fostering Resilient Learners, Kristin Van Marter Souers and Pete Hall take you to the next level of trauma-invested practice. To get there, they explain, educators need to build a "nest"—a positive learning environment shaped by three new Rs of education: relationship, responsibility, and regulation.
Grading is one of the most hotly debated topics in education, and grading practices themselves are largely based on tradition, instinct, or personal history or philosophy. But to be effective, grading policies and practices must be based on trustworthy research evidence.
Enter this book: a review of 100-plus years of grading research that presents the broadest and most comprehensive summary of research on grading and reporting available to date, with clear takeaways for learning and teaching. Edited by Thomas R. Guskey and Susan M. Brookhart, this indispensable guide features thoughtful, thorough dives into the research from a distinguished team of scholars, geared to a broad range of stakeholders, including teachers, school leaders, policymakers, and researchers. Each chapter addresses a different area of grading research and describes how the major findings in that area might be leveraged to improve grading policy and practice.