Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom

by David A. Sousa, Carol Ann Tomlinson

Students are becoming more academically and culturally diverse, making it more important than ever to shift away from a one-size-fits-all approach and toward differentiated instruction. The second edition of this best-selling book will help you create truly effective, brain-friendly classrooms for all learners. The authors share an array of updated differentiated instruction examples, scenarios, and exercises, as well as the latest educational psychology research from cognitive psychology, neuroscience, and pedagogy.

Learn more about teaching diverse learners using brain-based learning

Explore how the brain learns and approaches to differentiated instruction.Sharpen your knowledge of developmental cognitive neuroscience and educational psychology to teach the best content in the best possible way.Use the knowledge of educational neuroscience (neuroeducation) to benefit the students you teach.Design and implement strategies for effective differentiated instruction.Create a positive and productive learning environment that supports diversity in the classroom.

A joint publication of ASCD and Solution Tree

IntroductionChapter 1: The Nonnegotiables of Effective DifferentiationChapter 2: Mindset, Learning Environment, and DifferentiationChapter 3: Curriculum and DifferentiationChapter 4: Classroom Assessment and DifferentiationChapter 5: Differentiating in Response to Student ReadinessChapter 6: Differentiating in Response to Student InterestChapter 7: Differentiating in Response to Student Learning ProfileChapter 8: Managing a Differentiated ClassroomReferences and ResourcesIndex

Genres: Education, Teaching, Nonfiction, Neuroscience

369 pages, Kindle Edition

First published September 29, 2010

Reviews

[Eli Johnson · Rating 4 out of 5]

Books on differentiation are bound to get critiqued for the topic itself and after trying to go in with an open mind, I did find the research on brain development and learning to be engaging and a good foundation for why differentiation matters. The lack of clear practical steps is where the book falters - outlining the glory of a flexible, differentiated classroom where kids have choice in how and what they learn through the teacher's numerous planned activities/options is fine but without first steps for teachers who want to get there, it's bound to read as too overwhelming. One change at a time will suffice.

[Kaia · Rating 3 out of 5]

I read this book for a course. It has some good information and examples, but for me, a lot of it was not new and some of it was repetitive, so I found myself skimming in places. The course, which was led by the authors, was excellent, though, and went into much more depth than the book.

[N · Rating 3 out of 5]

Nothing too groundbreaking, but makes some interesting points about young minds.

[Ashley · Rating 3 out of 5]

Only read as a textbook, but I feel let down.

[Richard]

A teacher's job is to create systems within systems and then to integrate these systems in such a way that they seem seamless and inviting. Sounds easy, doesn't it?
- my reflection so far

[Jason Schmidt · Rating 4 out of 5]

Read for a class. The theories and the research were interesting, and I found myself engaged, but the closer and closer I got to the end, the more frustrated I became with the lack of a truly applicable and systemically oriented plans for integrating differentiation. I once again know that differentiation is needed. I once again also don’t really know how to realistically, individually scaffold for students to create truly individual bridges to success. The authors discuss using entrance tickets and exit tickets, assessments for/of/as learning, tailoring learning to specific individual student interests, but not how we will accomplish this in the real world. Yet, the reflective questions and forms at the end of chapters are applicable when curriculum designing. Maybe it is too much to hope for a system of some sort to help manage the data collection and help facilitate the differentiation. I feel like I once again have been shown the Bifrost bridge off in the distance, with multiple brilliant paths to enlightenment and new worlds streaming from it, but neither know how to build that bridge nor even how to actually find the bridge. I guess you could say I feel a bit Thor over this treatment. I know. I Marvel at my own sense of humor.

[Natalie Pheifer · Rating 5 out of 5]

I had to read this book for one of my education classes, but it was definitely a book that, introduced to me in a different way, I totally would’ve read leisurely to learn more about differentiation in education.

Most textbooks are not very engaging, not centered around a topic that hasn’t already been exhausted to the point of boredom. This textbook, however, was highly engaging, the total and complete opposite of any other school reading I have ever had to take on.

If you are interested in growth mindsets, understanding that students are more than just one-size-fits-all learners, this book is DEFINITELY for you. I cannot recommend it enough, honestly — even if you aren’t an aspiring teacher & even if you aren’t interested in the realm of education. The advice and research included in this book can apply to us all, I believe, as each of us are intrinsically learners and teachers on one topic or another.

[Brad · Rating 3 out of 5]

Sousa and Tomlinson came off as repetitive at times, but at others, it was clear, usable, and interesting.

In my opinion they fell for one of the biggest brain science lies--critical thinking uses more of the brain than rote memorization, so we should do more of that...

When I run, how many muscles do I use? When I type at a keyboard how many muscles do I use? If our metric is all about what activities use more muscle, we will miss the point of education.

The point: memorization and critical thinking are important. Brain science only shows is that more of the brain is engaged with the latter, but this information should not drive educational change because the goal was never to use more of the brain.

B. Grizenko

[Julie · Rating 3 out of 5]

A book that dived into differentiation and what that means for the students that come in contact with us each and every day. I found most of the book review from my undergrad times. I also struggled in following certain chapters of the book. Not sure if it was the writing or my interest in the subject area.

[Shannon · Rating 5 out of 5]

A very practical and informative book. The science is helpful as well as the do’s and don’ts vignettes.

[Bryan · Rating 4 out of 5]

A well written education textbook to help teachers best serve their students.

[awesome.nerd.reads · Rating 3 out of 5]

3.75 stars ⭐️ work book study with leadership team. We were fortunate enough to meet the author on zoom during our meetings- at least three times. She was great!

[Christopher Vian · Rating 4 out of 5]

Another pretty good book on differentiation from Tomlinson. I like that Sousa added in the components about neuroscience as I feel it adds good context to Tomlinson’s work.

[Breanna Morrow · Rating 3 out of 5]

Had to read for class

[Harry · Rating 3 out of 5]

It's unnecessarily wordy, and yet the authors still introduce terms that they don't clarify; e.g. what is a 'learning center'?

At times, the authors begrudgingly admit that a teacher can be given students that are way out of their ZPD, yet for most of the book they ignore that and primarily criticize the teacher for having a lack of effort or creativity. The reality is, in some learning environments, money is almost always a higher priority than class fit. (I guess they would say I don't have enough of a 'growth mindset' because I think class fit is a legitimate concern.)

I know that the application of some of the principles do lead to a reduction of work/stress for the teacher and students long-term, but there are clear up-front costs and limitations that the authors tend to ignore.

[Michael Loveless · Rating 3 out of 5]

Differentiation and the Brain is one of the better books I've read on differentiation. The author hits a helpful balance between theory and practice. The book is divided into chapters that discuss different aspects of differentiation - curriculum, assessment, interest, etc. The other helpful thing about this book is that the author connects differentiation with other things like brain research and mindsets. I wouldn't label this book as a must read, but it's one of the better books on differentiated instruction.

[James Purkis Purkis · Rating 5 out of 5]

This is a quick but useful guide to differentiation and current trends in brain friendly learning. Having read titles such as Brain Rules and experienced brain friendly training at school, I found this repetitive at times but it is scientific enough for those without this background to understand why the structures and strategies suggested need to be used. I found the details on strategies such as tiered assessment and expert groups really useful and feel that I can implement them immediately in my classes. The review questions at the end of the chapters were useful too in reflecting on my own practice and would be great to use at staff meeting or PDs. This is a book I will come back to again and again this year to help me ensure I am properly differentiating my curriculum.

[Mr. Holt · Rating 4 out of 5]

While this resource presented information most teachers should be aware of, I loved how the authors explained the hows and whys to being a good differentiated teacher. It was full of good ideas and examples. While I have been teaching for several years and employ most of the strategies discussed in the book, it caused me to reflect and think about what I could work on or improve upon as a teacher. A great teacher never stops learning and always reflects on the past to make the future even better.

[Eric · Rating 4 out of 5]

This was a good read, pun intended. It could have been a little shorter but they books really like to go overboard with exposition rather than frame things concisely. Books on differentiation always seem a bit uppity, but I did not get this impression from this book. I liked some of the connections to neuroscience and I wish they drew more from it. The truth is that there is probably not enough research to date to fill out many of the concepts seeing as they are still in their infancy.

[Jennifer · Rating 5 out of 5]

This book is a great resource on many levels. First, for just defining the different aspects of differentiation and its benefits for all learners. Second, it provides evidence based on brain research, which I have always found intriguing. I found this book to provide practical advice on how to implement solid practices, putting vocabulary to things people are already doing, but didn't know had an official name. Adding this one to my school library, FYI my book borrowing friends

[Briana · Rating 4 out of 5]

Strong brain research at the beginning. Ideas about differentiation very strong if you are new to teaching or new to differentiating -- however, many ideas common sense to veteran teachers who already differentiate.

[Barbara Lovejoy · Rating 5 out of 5]

I love it when I read books that complement what I have read in other books. This is another book that supports the work of Carol Dweck about "mind-set." This book is filled to the brim with wonderful ideas on how to differentiate.

[Reina Fair · Rating 5 out of 5]

One of the most practical and useful books I’ve purchased and read for both undergrad and graduate school. I appreciate the neuroscience and its applications to education. Read this in conjunction with What Really Works for Exceptional Learners (Murwaski and Scott)