Data Driven Differentiation in the Standards-Based Classroom / Edition 1

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Step-by-step guidance and a generous collection of templates, rubrics, and planners make this an essential resource for every instructional leader who wants to design differentiated instruction with student success in mind.

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Editorial Reviews

Maria Elena Reyes
Reconciles meeting children’s affective needs with the new accountability requirements from the federal and state government. The title sounds daunting but the chapters are really quite accessible.
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Product Details

  • ISBN-13: 9780761931584
  • Publisher: Corwin Press
  • Publication date: 4/28/2004
  • Series: 1-Off Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 224
  • Sales rank: 1,011,239
  • Product dimensions: 6.98 (w) x 10.00 (h) x 0.42 (d)

Meet the Author

Gayle Gregory is an internationally known consultant who has specialized in brain compatible learning and differentiated instruction and assessment.

She presents practical teacher/student-friendly strategies grounded in sound research that educators find easy to use in the classroom or schoolhouse tomorrow. Her interactive style and modeling of strategies help teachers and administrators transfer new ideas with ease.

She has had extensive experience in elementary, middle and secondary schools, community colleges and universities. Gayle has also had district leadership roles including curriculum coordinator and staff development director. She has worked with Instructional Leadership Teams in many schools and district throughout the country focusing on data analysis, using assessment, both formative and summative, and differentiating instruction based on readiness, learning profiles and interests.

Her areas of expertise include brain-compatible learning, block scheduling, emotional intelligence, instructional and assessment practices, differentiated instructional strategies, using data to differentiate, literacy, presentation skills, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change and building professional learning communities.

She is the author and co-author of numerous publications for teachers and administrators.

Gayle believes in life long learning for herself and others.

Lin Kuzmich, of KCS, Inc., is an educational consultant, professor, and author from Loveland, CO. She served the Thompson School District in several roles as the assistant superintendent, executive director of secondary and elementary instruction, director of professional development, and a building principal. Her school was named a 2000 winner of the John R. Irwin Award for Academic Excellence and Improvement. In addition, for the past decade she has been involved in staff development through several universities and the Tointon Institute for Educational Change. Kuzmich is an adjunct professor at both Colorado State University and University of Northern Colorado. She is a senior consultant for the International Center for Leadership in Education, has provided training and consulting to school districts around the country, and has presented at numerous national conferences.

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Table of Contents

About the Authors
Introduction: Differentiating With Data for Student Growth and Achievement
What Is Our Target?
Why Differentiate?
Theaters of the Mind: Learning Systems and the Brain
Learning Systems and Student Growth
Connecting Data to Learning
Using Classroom Data to Plan Differentiated Instructional Strategies
Targeting Growth for All Students
1. Collecting Data to Create a Positive Classroom Climate
Positive Classroom Connections
Assessing the Learning Environment
Using Feedback
Ritual, Respect, and Cultural History
Differentiating Classroom Climate
Differentiating Celebration and Praise
2. Collecting Data to Know the Learner
Going With the Flow
Different Learning Styles
Different Intelligences
Student Contracting for Reflective Learning
Intelligent Behaviors
3. Collecting and Using Assessment Data for Diagnostic Teaching
Diagnostic Teaching
Formative Assessment
Final Assessment
Assessing Our Assessments
4. Curriculum Approaches for Data Driven Instruction
Curriculum Mapping and Data Driven Instruction
Standards-Based Unit Planning: Sample Math Unit on Data Analysis and Probability, "The Survey Says. . . ," Grades 3 to 5
Critical Questions for Unit Planning
Pre-Assessing the Learning Gap for Unit Planning
Chunking the Learning
Other Sample Unit Plans
5. Adjustable Assignments for Differentiated Learning
Options for Differentiated Learning
Adjustable Learning Grids
Adjustable Learning Elements
Flexible Grouping
Differentiating Pairs
Differentiating Small Groups
6. Instructional Strategies That Increase Student Learning
The Art and Science of Teaching
Memory Processes and the Cognitive Learning System
Differentiating Instructional Strategies
Recognizing Similarities and Differences/Using Metaphors and Analogies
Summarizing and Note Taking
Homework and Practice
Nonlinguistic Representations
Cooperative Group Learning
7. Data Driven Lesson Planning for Differentiated Learning
Using Data for Lesson Planning
Essential Elements for Data Driven Lesson Planning
Chunking the Learning for Sample Unit Plans
Conclusion: Putting It All Together for Student Growth and Achievement
How Do We Do All This Without Running From the Room Screaming?
What Can We Learn From the Errors and Successes of the Best Teachers?
Why Is It Always About the Student?
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