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Differentiation for the Adolescent Learner

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

Edited by:

November 2012 | 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
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

"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

Glenda Beamon Crawford

Glenda Beamon Crawford’s experiences with young adolescent learners span nearly thirty years. She has taught in grades 4–12 and currently coordinates the middle grades program at Elon University, where she is a professor of teacher education. She has authored three books, including Managing the Adolescent Classroom and Sparking the Thinking of Students, Ages 10–14, as well as articles on structuring classrooms for adolescent thinking and learning. She consults and presents regularly at state, national, and international conferences. Her research and teaching honors include the 2002 North Carolina Award for Outstanding Contribution to... More About Author

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ISBN: 9781412940542