Differentiation Through Learning Styles and Memory
, by Marilee Sprenger- ISBN: 9781412955454 | 1412955459
- Cover: Paperback
- Copyright: 4/25/2008
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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