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Updated with new research and insights, the second edition of this foundational guide to the how of differentiation provides the thoughtful strategies teachers need to create and maintain classrooms where each student is recognized and respected and every student thrives. One of the most powerful lessons a teacher must learn is that classroom management is not about control; it's about delivering the support and facilitating the routines that will make the classroom work for each student, and thus, set all students free to be successful learners. In Leading and Managing a Differentiated Classroom, Carol Ann Tomlinson and Marcia B. Imbeau explore the central priorities and mindsets of differentiation and provide practical guidelines for making effective student-centered, academically responsive instruction a reality. Their classroom management approach is based on three critical understandings: 1. When students are engaged, they have no motivation to misbehave. 2. When students understand that their teacher sees them as worthwhile people with significant potential, it opens doors to learning. 3. The classroom can't work for anybody until it works for everybody. Written for K–12 teachers and instructional leaders, this book is packed with strategies for structuring and pacing lessons, organizing learning spaces and materials, starting and stopping class with purpose, setting up and managing routines, and shifting gears if something isn't going well. It also gives teachers the guidance they need to help students, colleagues, and parents understand the goals of differentiated instruction and contribute to its success. Along with examples of recommended practice drawn from real-life classrooms at a variety of grade levels, you will find answers to frequently asked questions and specific advice for balancing content requirements and the needs of learners. You'll gain confidence as a leader for and in your differentiated classroom and be better prepared to teach in a way that's more efficient and rewarding for you and more effective for every student in your care.

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.

Neurotechnology has a long tradition in the clinical field. However, it is increasingly present in the field of education. This review aims to provide an overview of research based on educational neurotechnology that considers the ethical component in its design and implementation. For this purpose, the PRISMA guidelines for systematic reviews and meta-analyses in the databases Web of Science, Scopus, ERIC and Science Direct were followed. After the double review process with the inclusion and exclusion criteria considered, the review sample was set at 12 articles. The main findings found support the effectiveness of using neurotechnology in the field of education, especially for students with special educational needs. It also shows its usefulness in the acquisition of instrumental learning and for obtaining improvements in different areas of development such as attention, memory and motivation. However, in addition to their implicit benefits, the inclusion of educational neurotechnology implies a number of challenges for both teachers and educational institutions, related to training, ethics and the administrative and economic management of these resources and tools. Similarly, despite the existence of different theoretical studies, there is a call for more empirical studies on this topic.

The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.

This volume addresses personalisation, a key education policy in England and a key issue identified by the OECD for the schools of the future. The central questions addressed are: Which are the main theoretical perspectives on personalisation? Which are the policy strategies in different contexts? Which ingredients and theories of personalisation as legitimated knowledge from abroad are locally adopted and adapted in different countries? What are the meanings and purposes of personalisation? Why does it come paradoxically to be implemented by teachers through grouping by ability? Which alliances between the public and the private sectors are proposed? Leading scholars in the comparative education field as well as scholars committed to understanding the design and substance of education processes and politics, such as Michael Fullan, Chris Watkins, Michael Peters, Michael Fielding, Giorgio Chiosso, Ruth Deakin Crick, Ferran Ferrer, and Baocun Liu, engage with personalisation from a plurality of theoretical frameworks and in relation to many national contexts. The volume, prefaced by Mark Ginsburg, presents two main perspectives which are simultaneously at work. In the first, personalisation is assessed as a recent and global education policy, in line with the current restructuring reforms of State administration worldwide. In the second perspective, personalisation is assumed to be not only a matter of recent education policy regarding school clients and their choices, but foremost a pedagogical theory, a reassembly of old and new pedagogical approaches under new reform discourses. The volume edited by Monica Mincu offers a remarkable map of the theoretical understandings which inform different educational politics and school practices. Personalisation tends to legitimising forms of autonomy and a flexible educational relationship and thus its connection to standardisation represents a salient issue of this work. Luciano Benadusi, University of Rome Moving from teaching/learning theories to theoretical, critical, historical and religious arguments about schooling and its reforms, the various contributions provide impressive insights into the possibilities and limits of personalization for school innovation. The reader is engaged in a dialogue about the specifics of personalization as a reform focus and the historical, social and comparative complexities in which such efforts are bound. Thomas S. Popkewitz, University of Wisconsin-Madison The volume represents a significant opportunity to engage with the possibilities of personalized/individualized learning environments. It is our duty to provide our children with such positive learning contexts, and over the last thirty years we have focused considerable effort on this area in Japan. Koji Kato, President of the Japanese Society of Education for Individual Development.

Chromatin modifications are crucial for development, yet little is known about their dynamics during differentiation. Hematopoiesis provides a well-defined model to study chromatin state dynamics; however, technical limitations impede profiling of homogeneous differentiation intermediates. We developed a high-sensitivity indexing-first chromatin immunoprecipitation approach to profile the dynamics of four chromatin modifications across 16 stages of hematopoietic differentiation. We identify 48,415 enhancer regions and characterize their dynamics. We find that lineage commitment involves de novo establishment of 17,035 lineage-specific enhancers. These enhancer repertoire expansions foreshadow transcriptional programs in differentiated cells. Combining our enhancer catalog with gene expression profiles, we elucidate the transcription factor network controlling chromatin dynamics and lineage specification in hematopoiesis. Together, our results provide a comprehensive model of chromatin dynamics during development.