Students Want to Succeed
Teachers Must Meet the Social-Emotional Needs of Students
Technology Is Affecting Social Skills
Students Should Feel a Sense of Ownership of Their Education
Teachers Should Identify and Reinforce Each Student’s Areas of Competence
Teachers Should Address Fears of Failure and Humiliation
Discipline Is a Teaching Process
Mindset, Teaching, and Learning
Fixed and Growth Mindsets and Differentiation
Classroom Environments and Differentiation
Learning Environments, Student Affect, and Differentiation
Learning Environments, Student Cognition, and Differentiation
Questions for Teachers About Mindset, Learning Environment, and Differentiation
Questions for Teachers About Student Affective Needs, Learning Environment, and Differentiation
Reflections on Cognitive Traits of Learners and the Environments That Support Those Traits
Questions for Teachers About Student Cognitive Needs, Learning Environment, and Differentiation
3 Curriculum and Differentiation
The Importance of a Quality Curriculum
Quality Curriculum Is Organized Around Essential Content Goals
Curriculum Races Are Not Brain Friendly
Specificity Is Important
Quality Curriculum Is Aligned
Quality Curriculum Focuses on Student Understanding
Learning Tasks Should Extend Understandings
Understandings Build Neural Networks
Different Pathways Lead to Common Goals
Quality Curriculum Engages Students
Quality Curriculum Is Authentic
Quality Curriculum Is Effectively Differentiated
Exercise 3.1
Questions for Teachers About the Quality of a Curriculum Unit
4 Classroom Assessment and Differentiation
Baggage From the Past: Negative Images of Classroom Assessment
Testing and Stress
Stress and Recall
Stress and Timed Tests
A More Productive View of Assessment
Purposes of Classroom Assessments
Assessment of Learning
Assessment for Learning
Assessment as Learning
Assessment and Differentiation
Grading and Differentiation
The Importance of Clear Goals
Exercise 4.1
Questions for Teachers to Ask to Determine Whether an Assessment Is Effective
5 Differentiating in Response to Student Readiness
Readiness Versus Ability
Why Addressing Readiness Matters
The Challenge of ZPD in the Classroom
Support From Neuroscience
Bridge Building
The Role of Classroom Elements in Planning for Readiness Differentiation
Learning Environment
Curriculum
