As classroom teachers know firsthand, it is critical for K-12 students to be able to extend their learning. But expecting all students to attain the same performance via generalized instruction is unrealistic. Educators must honor and leverage students’ unique learning strengths to support students and expand their possibilities for success.
In Neurodevelopmental Differentiation: Optimizing Brain Systems to Maximize Learning, authors Andrew Fuller and Lucy Fuller explain that by understanding the brain’s eight information-processing systems-(1) spatial reasoning, (2) perceptual and motor skills, (3) concentration and memory, (4) planning and sequencing, (5) thinking and logic, (6) people smarts, (7) language and word smarts, and (8) number smarts-educators can help students apply their processing strengths to areas that challenge them using individualized learning plans. With this approach, learners’ growth is limitless.
Readers will:
- Study the eight brain information-processing systems and understand how developing strengths in these areas increases academic success
- Discover how to identify students’ learning strengths and blockages
- Learn how to develop individualized learning plans to fit the needs of all students
- Review templates for recording and tracking student progress
- Contemplate reflective questions on the eight brain areas to determine next steps in their classrooms
Spis treści
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1 Spatial Reasoning . . . . . . . . . . . . . . . . . . . . 21
Chapter 2 Perceptual and Motor Skills . . . . . . . . . . . . . . 39
Chapter 3 Concentration and Memory . . . . . . . . . . . . . . 63
Chapter 4 Planning and Sequencing . . . . . . . . . . . . . . . 91
Chapter 5 Thinking and Logic . . . . . . . . . . . . . . . . . . 109
Chapter 6 People Smarts . . . . . . . . . . . . . . . . . . . . . .127
Chapter 7 Language and Word Smarts . . . . . . . . . . . . . .149
Chapter 8 Number Smarts . . . . . . . . . . . . . . . . . . . . . 171
Chapter 9 Implementing Neurodevelopmental
Differentiation . . . . . . . . . . . . . . . . . . . . . .195
References and Resources. . . . . . . . . . . . . . . . . . . . . 205
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .217
O autorze
Lucy Fuller is a passionate educator who practices the Montessori framework. Her work integrates this framework with her ongoing development of every student’s learning strengths and success.
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