This document discusses using learning styles and brain development to inform curriculum development for middle school students. It covers: 1) Evaluating students' learning styles (visual, auditory, kinesthetic) and tailoring activities, grouping, and curriculum to accommodate different styles. 2) Understanding typical cognitive development in pre-adolescents and how it impacts classroom expectations and lesson planning. 3) Integrating knowledge of learning styles and brain development to create engaging, differentiated curriculum through strategies like scaffolding, rubrics, and thematic units.

1. Learning Styles, Brain Growth, and the Developing Adolescent Education 603 Dr. Edward Williamson Nichole Phillips Summer 2011

5. Grapes, Oranges,Bananas,and Melons, Oh My!

6. How to use quiz results for: Activity grouping, assigning class jobs, developing curriculum, build up strengths and weaknesses in students, and better understand how your students work in the classroom environment (Northey, 2005) Implications for the classroom

12. References Northey, SS. (2005). Handbook on differentiated instruction for middle and high schools . Larchmont, NY: Eye in Education, Inc. Wood, C. (2007). Yardstick:children in the classroom ages 4-14 . Turners Falls, MA: Northeast Foundation for Children, Inc.