Glenda Crawford, an Elon University professor of education, has written a new book to help middle and high school teachers develop class lessons that reach all kids in their room, whether gifted scholars, special needs students or adolescents with limited English skills.
Crawford had her fifth book, “Differentiation for the Adolescent Learner: Accommodating Brain Development, Language, Literacy, and Special Needs,” published this spring by Corwin Press.
The book offers practical guidance to both teachers and parents for designing lessons that not only vary the way a subject is taught, but give students a choice when showing they understand the material.
Crawford says that flexibility is needed because schools today often assign students of all abilities to the same classroom – as opposed to earlier years, when teachers would cluster high-achieving students in one section, low achievers in another, and special needs students would have their own classroom.
“What’s distinctive about this book is that I’m focusing on the adolescent as a learner and bringing in current brain research and the research on adolescent development,” Crawford said. “(Adolescents) enjoy working together, coming together and exploring ideas. We need to build classroom structure around their social interaction.”
Teachers not prepared for the different skill levels in a single class risk losing the attention of children who might otherwise engage themselves in the lesson, Crawford suggested. Classroom technology also enhances student learning, she said, and teachers need to think of ways to incorporate technology meaningfully into the curriculum.
“Adolescents are curious and excited about learning,” Crawford said. “They’re really easy to motivate if they’re engaged.”
Crawford joined the Elon faculty in 1989 upon the completion of her doctoral degree from UNC Greensboro. The Burlington native has also taught in the Alamance-Burlington School System, working with grades 4 through 12 during her tenure in public education.
Her research interests are in adolescent learning and cognitive development. She currently coordinates the Middle Grades Education Program at Elon and has previously served as chair of the education department.
“This is a must read book for teachers of adolescents,” David H. Reilly, a retired professor and dean of the School of Education at UNC Greensboro, said in the foreword to the book. “It would also be an excellent guide for parents and parents-to-be of adolescents.”