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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
The pressure is on. Principals, expected to improve math performance at their schools, often don’t know where to begin—as they may be uncomfortable with math themselves or believe that their schools are already doing all that they can. How can K–12 school leaders recognize and ensure that their school or district is supporting good math instruction? Drawing on their vast experience working with administrators, Small and Duff answer that and other questions and provide practical advice and helpful tools for improving math instruction.