Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom.

Drawing on interviews and on the actual language that readers (students, teachers, and adults) use to interpret and respond to literary texts, this book examines the conventions that shape talk about literature in large groups, small groups, and adult book clubs. By looking across contexts, the four separate but related studies in the book raise questions about the usual ways of talking and thinking about literature and suggest alternatives based on new theories of literary understanding. After an introduction, sections of the book are entitled: (1) A Description of the Project; (2) Studies of Large-Group Discussions of Literature; (3) Small-Group Discussions: Alternatives to and Extensions of Teacher-Led Discussions; (4) Adult Book-Club Discussions: Toward an Understanding of the Culture of Practice; (5) Reading and Talking Together: Responses of Adolescents to Two Short Stories; and (6) Summary and Conclusions. Contains 92 references. An appendix provides excerpts that illustrate the application of the coding system. (RS).

In 2004, late in her legendary career, Ágota Kristóf wrote this slim dagger of a memoir about being a refugee after fleeing Hungary in 1956 Narrated in a series of stark, brief vignettes, The Illiterate is Ágota Kristóf’s memoir of her childhood, her escape from Hungary in 1956 with her husband and small child, her early years working in factories in Switzerland, and the writing of her first novel, The Notebook. Few writers can convey so much in so little space. Fierce yet almost pointedly flat and documentarian in tone, Kristóf portrays with a disturbing level of detail and directness an implacable message of loss: first, she is forced to learn Russian as a child (with the Soviet takeover of Hungary, Russian became obligatory at school); next, at age twenty-one, she finds herself required to learn French to survive: I have spoken French for more than thirty years, I have written in French for twenty years, but I still don’t know it. I don’t speak it without mistakes, and I can only write it with the help of dictionaries, which I frequently consult. It is for this reason that I also call the French language an enemy language. There is a further reason, the most serious of all: this language is killing my mother tongue.

Neuroscience tells us that the products of the mind--thought, emotions, artistic creation--are the result of the interactions of the biological brain with our senses and the physical world: in short, that thinking and learning are the products of a biological process.This realization, that learning actually alters the brain by changing the number and strength of synapses, offers a powerful foundation for rethinking teaching practice and one's philosophy of teaching.James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain in clear non-technical language and an engaging conversational tone, highlighting its functions and parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher. "The Art of Changing the Brain" is grounded in the practicalities and challenges of creating effective opportunities for deep and lasting learning, and of dealing with students as unique learners.