Brain-Compatible Differentiated Instruction for English Language Learners

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.

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.

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.