Differentiation through learning styles and memory. (2008)

• Record Type: Book
• Further Information: Note: Marilee Sprenger.
• Other Names: Sprenger, Marilee, 1949-
• Contents: Acknowledgments; About the Author; Prologue; The Way We Do the Things We Do; 1. Environments for Learning; Reflect and Connect; What Is Differentiated Instruction?; Maslow's Hierarchy of Human Needs; Physiological Needs; Safety Needs; Need to Belong; Need for Esteem; Need for Self-Actualization; Classroom Environments; Physical Environment; An Attractive Environment; Lighting; Temperature; Color; Nutrition; Music; Humor; Water; Physical Safety; Social/Emotional Environment; Self-Awareness; Self-Management; Social Awareness; Relationship Management; Cognitive Environment; Predictability; Feedback; Novelty; Choice; Challenge; Reflection; The Stage Is Set; Different Strokes; Exit Card; 2. Getting to Know Your Students: Learning Strengths; Reflect and Connect; Different Learners/Different Teachers; What Is a Learning Profile?; Attention; Patterns; Why Sensory Pathways?; Sensory Pathways; Visual; Auditory/Verbal; Kinesthetic/Tactile; Sensory Systems; Visual Memory Preference; Auditory/Verbal Memory Preference; Kinesthetic/Tactile Memory Preferences; Hands-On Learners; Whole Body Learners; Doodlers; Perceptual Patterns; The Need to Know; Reteaching; All Pathways Lead to Differentiation; Different Strokes; Exit Card; 3. A Matter of Memory: Gaining a Better Understanding of How Students Remember; Reflect and Connect; Phases of Memory; Categorizing Memory; Sensory Memory; Immediate Memory; Active Working Memory; Long-Term Memory; Explicit Memory; How Do We Deal With Explicit Information?; Semantic Memory: Nothing but the Facts; Episodic Memory: Making the Invisible Visible; Implicit Memory; Conditioned Response: Lasting Memories; Procedural Memory: Just Do It!; Emotional Memory: If They Can Feel It - They'll Remember It!; Using Memory Systems to Access Prior Knowledge; Making Connections; Differentiation; Making Garpon Memorable; Automatic Memory; Emotional/Episodic Memory; Everyone Should Be Familiar With Garpon: Is That Your Final Answer?; Different Strokes; Exit Card; 4. Differentiating Content, Process, and Product for the Visual Learner; Reflect and Connect; Do You Teach for Visual Memory?; Preassessment and the Visual Learner; Differentiation Design for Learners With Strong Visual Memory; Differentiating for Visual Memory and the Semantic System; Differentiating for Visual Memory and the Episodic System; Differentiating for Visual Memory and the Procedural System; Differentiating for Visual Memory and Conditioned Response; Differentiating for Visual Memory and the Emotional System; Visual Memory: I'll Show You What I Know!; Bloom's Taxonomy and the Visual Learner; Knowledge; Comprehension; Application; Analysis; Synthesis; Evaluation; A Note About Synthesis; Different Strokes; Exit Card; Visual Learner Snapshot; 5. Differentiating Content, Process, and Product for the Auditory Learner; Reflect and Connect; Do You Teach for Auditory Memory?; Preassessment and the Auditory Learner; Differentiation Design for Learners With Strong Auditory Memory; Differentiating for Auditory Memory and the Semantic System; Differentiating for Auditory Memory and the Episodic System; Differentiating for Auditory Memory and the Procedural System; Differentiating for Auditory Memory and Conditioned Response; Differentiating for Auditory Memory and the Emotional System; Concentration and the Auditory Learner; Auditory Memory: I'll Tell It Like It Is!; Bloom's Taxonomy and the Auditory Learner; Knowledge; Comprehension; Application; Analysis; Synthesis; Evaluation; Different Strokes; Exit Card; Auditory Learner Snapshot; 6. Differentiating Content, Process, and Product for the Kinesthetic Learner; Reflect and Connect; Do You Teach for Kinesthetic Memory?; Preassessment and the Kinesthetic Learner; Differentiation Design for Learners With Strong Kinesthetic Memory; Sameness Is Not Always Fairness; Differentiating for Kinesthetic Memory and the Semantic System; Differentiating for Kinesthetic Memory and the Episodic System; Differentiating for Kinesthetic Memory and the Procedural System; Differentiating for Kinesthetic Memory and Conditioned Response; Differentiating for Kinesthetic Memory and the Emotional System; Does It Really Make Any Difference?; Kinesthetic Memory: I'd Rather Do It Myself!; Bloom's Taxonomy and the Kinesthetic Learner; Knowledge; Comprehension; Application; Analysis; Synthesis; Evaluation; The Critter Connection; Different Strokes; Exit Card; Kinesthetic Learner Snapshot; 7. Putting It All Together: Memory C.R.E.E.P.S. In!; Reflect and Connect; Identifying Learning Strengths; A Closer Look; Jeffrey; Elise; Jordan; Isaac; Micayla; Tobias; Lemar; Amos; Amanda; Calvin; An Eye Cue; Visual; Auditory; Kinesthetic; Remembering to Remember; Thinking About Thinking; Differentiated Instructional Strategies That Work for All Learners; Cubing; Jigsaw; Different Strokes; Exit Card; Learning and Memory Tips for Students; Epilogue; Bibliography; Index;
• Edition: 2nd ed
• Publisher Details: Thousand Oaks : Corwin
• Publication Date: 2008
• Extent: 1 online resource (184 pages)
• Subjects: 370.15/23; Learning; Memory; Brain
• Languages: English
• ISBNs: 9781452295046; 1452295042
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.