Differentiation Through Learning Styles and Memory

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ISBN: 9781412955447 | 1412955440
Cover: Hardcover
Copyright: 4/25/2008

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The updated edition of Sprenger's bestseller demonstrates how to optimize achievement by using brain-based strategies that address students' social/emotional, cognitive, and physical learning preferences.

Acknowledgments	p. xi
About the Author	p. xiii
Prologue	p. xv
The Way We Do the Things We Do	p. xvi
Environments for Learning	p. 1
Reflect and Connect	p. 1
What Is Differentiated Instruction?	p. 2
Maslow's Hierarchy of Human Needs	p. 4
Physiological Needs	p. 4
Safety Needs	p. 5
Need to Belong	p. 5
Need for Esteem	p. 5
Need for Self-Actualization	p. 5
Classroom Environments	p. 6
Physical Environment	p. 6
An Attractive Environment	p. 7
Lighting	p. 8
Temperature	p. 8
Color	p. 9
Nutrition	p. 9
Music	p. 10
Humor	p. 11
Water	p. 11
Physical Safety	p. 12
Social/Emotional Environment	p. 12
Self-Awareness	p. 13
Self-Management	p. 15
Social Awareness	p. 16
Relationship Management	p. 18
Cognitive Environment	p. 19
Predictability	p. 20
Feedback	p. 20
Novelty	p. 21
Choice	p. 22
Challenge	p. 22
Reflection	p. 24
The Stage Is Set	p. 24
Different Strokes	p. 25
Exit Card	p. 25
Getting to Know Your Students: Learning Strengths	p. 27
Reflect and Connect	p. 27
Different Learners/Different Teachers	p. 29
What Is a Learning Profile?	p. 30
Attention	p. 31
Patterns	p. 33
Why Sensory Pathways?	p. 34
Sensory Pathways	p. 37
Visual	p. 37
Auditory/Verbal	p. 37
Kinesthetic/Tactile	p. 37
Sensory Systems	p. 38
Visual Memory Preference	p. 38
Auditory/Verbal Memory Preference	p. 39
Kinesthetic/Tactile Memory Preferences	p. 40
Hands-On Learners	p. 40
Whole Body Learners	p. 40
Doodlers	p. 40
Perceptual Patterns	p. 41
The Need to Know	p. 42
Reteaching	p. 44
All Pathways Lead to Differentiation	p. 46
Different Strokes	p. 46
Exit Card	p. 47
A Matter of Memory: Gaining a Better Understanding of How Students Remember	p. 49
Reflect and Connect	p. 49
Phases of Memory	p. 51
Categorizing Memory	p. 52
Sensory Memory	p. 52
Immediate Memory	p. 52
Active Working Memory	p. 53
Long-Term Memory	p. 54
Explicit Memory	p. 55
How Do We Deal With Explicit Information?	p. 55
Semantic Memory: Nothing but the Facts	p. 57
Episodic Memory: Making the Invisible Visible	p. 59
Implicit Memory	p. 60
Conditioned Response: Lasting Memories	p. 60
Procedural Memory: Just Do It!	p. 61
Emotional Memory: If They Can Feel It-They'll Remember It!	p. 62
Using Memory Systems to Access Prior Knowledge	p. 62
Making Connections	p. 63
Differentiation	p. 63
Making Garpon Memorable	p. 64
Automatic Memory	p. 65
Emotional/Episodic Memory	p. 65
Everyone Should Be Familiar With Garpon: Is That Your Final Answer?	p. 65
Different Strokes	p. 67
Exit Card	p. 68
Differentiating Content, Process, and Product for the Visual Learner	p. 69
Reflect and Connect	p. 69
Do You Teach for Visual Memory?	p. 71
Preassessment and the Visual Learner	p. 71
Differentiation Design for Learners With Strong Visual Memory	p. 72
Differentiating for Visual Memory and the Semantic System	p. 72
Differentiating for Visual Memory and the Episodic System	p. 74
Differentiating for Visual Memory and the Procedural System	p. 76
Differentiating for Visual Memory and Conditioned Response	p. 80
Differentiating for Visual Memory and the Emotional System	p. 82
Visual Memory: I'll Show You What I Know!	p. 84
Bloom's Taxonomy and the Visual Learner	p. 84
Knowledge	p. 86
Comprehension	p. 86
Application	p. 86
Analysis	p. 87
Synthesis	p. 87
Evaluation	p. 87
A Note About Synthesis	p. 88
Different Strokes	p. 88
Exit Card	p. 89
Visual Learner Snapshot	p. 89
Differentiating Content, Process, and Product for the Auditory Learner	p. 91
Reflect and Connect	p. 91
Do You Teach for Auditory Memory?	p. 93
Preassessment and the Auditory Learner	p. 94
Differentiation Design for Learners With Strong Auditory Memory	p. 94
Differentiating for Auditory Memory and the Semantic System	p. 95
Differentiating for Auditory Memory and the Episodic System	p. 97
Differentiating for Auditory Memory and the Procedural System	p. 98
Muscle Memory	p. 100
Differentiating for Auditory Memory and Conditioned Response	p. 100
Differentiating for Auditory Memory and the Emotional System	p. 102
Concentration and the Auditory Learner	p. 104
Auditory Memory: I'll Tell It Like It Is!	p. 105
Bloom's Taxonomy and the Auditory Learner	p. 106
Knowledge	p. 106
Comprehension	p. 106
Application	p. 107
Analysis	p. 107
Synthesis	p. 107
Evaluation	p. 108
Different Strokes	p. 108
Exit Card	p. 109
Auditory Learner Snapshot	p. 109
Differentiating Content, Process, and Product for the Kinesthetic Learner	p. 111
Reflect and Connect	p. 111
Do You Teach for Kinesthetic Memory?	p. 112
Preassessment and the Kinesthetic Learner	p. 113
Differentiation Design for Learners With Strong Kinesthetic Memory	p. 114
Sameness Is Not Always Fairness	p. 115
Differentiating for Kinesthetic Memory and the Semantic System	p. 115
Differentiating for Kinesthetic Memory and the Episodic System	p. 117
Differentiating for Kinesthetic Memory and the Procedural System	p. 118
Differentiating for Kinesthetic Memory and Conditioned Response	p. 120
Differentiating for Kinesthetic Memory and the Emotional System	p. 121
Does It Really Make Any Difference?	p. 122
Kinesthetic Memory: I'd Rather Do It Myself!	p. 123
Bloom's Taxonomy and the Kinesthetic Learner	p. 123
Knowledge	p. 124
Comprehension	p. 124
Application	p. 125
Analysis	p. 125
Synthesis	p. 125
Evaluation	p. 126
The Critter Connection	p. 126
Different Strokes	p. 128
Exit Card	p. 130
Kinesthetic Learner Snapshot	p. 130
Putting It All Together: Memory C.R.E.E.P.S. In!	p. 131
Reflect and Connect	p. 131
Identifying Learning Strengths	p. 132
A Closer Look	p. 134
Jeffrey	p. 134
Elise	p. 135
Jordan	p. 135
Isaac	p. 135
Micayla	p. 136
Tobias	p. 137
Lemar	p. 138
Amos	p. 138
Amanda	p. 138
Calvin	p. 140
An Eye Cue	p. 140
Visual	p. 140
Auditory	p. 142
Kinesthetic	p. 142
Remembering to Remember	p. 144
Thinking About Thinking	p. 145
Differentiated Instructional Strategies That Work for All Learners	p. 145
Cubing	p. 145
Jigsaw	p. 146
Different Strokes	p. 147
Exit Card	p. 149
Learning and Memory Tips for Students	p. 150
Epilogue	p. 151
Bibliography	p. 153
Index	p. 159
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Differentiation Through Learning Styles and Memory

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Table of Contents

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