In order to effectively differentiate, a teacher must be familiar with how the brain prefers to receive and process information and realize that each student’s brain is uniquely organized. Research suggests that a teacher’s knowledge of brain function is instrumental in planning differentiated instruction. After reading Chapter 1 of our text, please:
Be sure to use the text to support your response. Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.
Book: Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press.
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