What is brain-compatible teaching? It emphasizes teaching the way the brain learns naturally. Brain-compatible teaching takes what we know about the structures and functions of the brain and uses it to create “brain-friendly” instructional strategies and assessment practices. Brain-compatible teaching addresses multiple intelligences and learning styles. Focus is placed on the student as an individual. Lessons and assessments are structured in ways that allow every student to reach their full potential. Students are encouraged to draw on their background knowledge, linguistic and cultural experiences, and use these tools as life-long learners. When teaching and assessment practices reflect the myriad students in our classrooms today, success is inevitable.
Brain-Compatible Differentiated Instruction for English Language Learners is written for teachers looking for solid instructional practices that work well with mainstream as well as English Language Learners (ELLs.) Drawing on the most current neuroscience research, the authors have give a theoretical overview of the twelve topics that contribute to successful brain-compatible teaching and learning and differentiating instruction for ELLs. The book then examines differentiating instruction and how to use such strategies as anchor activities and structures and provides sample lessons of each. Several examples are given to further illustrate aligning teaching with the standards. The book includes five 1-day lesson plans and two 5-day lesson units of activities that demonstrate sustained teaching. These are divided into topic areas and grade levels.
Table of Contents:
Contents
Preface ix
Introduction How to Plan for
Brain-Compatible Differentiated Instruction:
Using the Lesson Plan Template 1
Section One Theoretical Overview 7
Brain-Compatible Teaching and Learning 8
Brain-Compatible Theories of Teaching and Learning 8
Gardner’s Theory of Multiple Intelligences 8
How to Identify the Intelligences of Students with
Language and Culture Differences 10
Building on the Strengths of Multiple Intelligences While
Working with English Language Learners 10
Learning Styles 11
Working with Nonspeakers of English and Beginners 14
Learning about Your Students through Observations 14
Differentiating Instruction 15
Differentiating Instruction and Anchor Activities 16
Differentiating Instruction with Kagan Structures 17
Tips for Planning Lessons for English Language Learners 18
Meeting The Needs of English Language Learners 19
Definition of English Language Learners 19
Stages of Second Language Acquisition 20
Strategies for Helping English Language Learners 20
Enhancing Literacy Skills for English Language Learners 21
vi Contents
No Child Left Behind 22
ESL Standards for Pre-K—12 Students and English
Language Proficiency Standards 22
TESOL Performance Indicators and How to Read Them 23
World-Class Instructional Design and Assessment (WIDA) 25
CAN DO Descriptors for WIDA’s Levels of English Language Proficiency 25
Second Language Acquisition Theory 25
Program Models of Instruction 27
The SIOP Model of Sheltered Instruction 28
Content-Based Instruction/Sheltered Instruction 28
Methods of Instruction 29
Cognitive Academic Language Learning Approach (CALLA) 29
Total Physical Response 30
Classroom Management 32
Seating Arrangements 33
Forming Groups 34
Centers 34
Bulletin Boards That Are Both Instructive and Constructive 35
Students’ Papers 35
Keeping Track of Homework Assignments–The IOU Book 35
Managing Large Classes 35
Daily Routines 36
Establishing Nonverbal Cues 36
Classroom Discipline 37
Section Two Planning for Brain-Compatible
Differentiated Instruction: One-Day Lessons 41
Lesson 1: Visual Scaffolding through Content
Science: The Solar System 42
Lesson 2: Dialogic Approach to Building Vocabulary in Content
Social Studies: Economics and Interdependence 49
Contents vii
Lesson 3: Building Comprehension Using Graphic Organizers–
Content Science: Plant and Animal Cells 56
Lesson 4: Vocabulary Processing in Content Science: Using
Interactive Notebooks to Learn about Microscopes 63
Lesson 5: Improving Literacy Instruction in Language Arts:
Using a Directed Reading—Thinking Activity 70
Section Three Planning for Brain-Compatible
Differentiated Instruction: Unit Lessons 77
Lesson 6: Creating Activities to Apply Content and Language
Knowledge in Mathematics: Assessment 78
Lesson 7: Supporting The Acquisition of English
Writing Competence: Writers’ Workshop 94
Appendixes 109
Appendix A: Sample Lesson Plan Template
(English as a Second Language) 111
Appendix B: Brain-Compatible Planning Grid–One Day 113
Appendix C: Brain-Compatible Planning Grid–Five Days 115
Appendix D: Links for Multiple Intelligences
Theory and Applications 117
Appendix E: Multiple Intelligences Activities Bank–
Glossary of Terms and Strategies 119
Appendix F: Multiple Intelligences Activities Bank 121
Appendix G: Tips for Working with English
Language Learners 123
Appendix H: Back to School Tips 125
viii Contents
Appendix I: The CAN DO Descriptors for WIDA’s
Levels of English Language Proficiency 129
Appendix J: Multiple Intelligences Survey: Grades 4—8 139
Appendix K: Multiple Intelligences Survey:
Grades 9—Adult Learner 141
Appendix L: Study Guide Questions 143
Appendix M: Reproducible Activities 147
Index 189
About the Author :
Marjorie Hall Haley is professor of education in the graduate school of education at George Mason University in Fairfax, Virginia. She teaches doctoral and licensure courses in methodology and brain-compatible teaching and learning. She is the co-author of Content-Based Second Language Teaching and Learning: An Interactive Approach.
