It's summer-time and time to get some reading done! Myself and my Tools for Teaching Teens collaborators are going to read and review Differentiation and the Brain, How Neuroscience Supports the Learner-Friendly Classroom , by David A. Sousa and Carol Ann Tomlinson.We will each be reviewing different chapters, and those blog posts will be linked together as we go. If you're interested in learning more about this book, check back and follow the links to the different chapters:) I'm going to give a quick review of the book introduction here, and then later today I'll be reviewing Chapter 1. According to the authors, differentiation is brain-friendly and brain-compatible! They describe the rise, fall, and rise of differentiation, starting with the one-room schoolhouses, where teachers taught all subjects to all students, of all ages, and HAD to differentiate - there was no other way! As the country's population grew, public schools grew, and students were separat...
I agree with you 100%. This has been a big problem for us in the middle school when students come in from elementary.
ReplyDeleteSo glad to hear it isn't just me! Thanks for sharing!
DeleteAgree!!! When I read the title of your post...I thought you were going to support the butterfly method. So glad you are not an advocate!!
ReplyDeleteNo, definitely not an advocate! Glad to hear that others agree:-)
DeleteThank you! I am a high school teacher and the kids want to "butterfly" every fraction they see which doesn't work when they need to get a common denominator with several fractions that now have variables mixed in. They really need to know what a common denominator is and how to find one. I really didn't understand what the kids were trying to do with the "butterflys" because even they couldn't remember the whole thing to show me what they had been taught.
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