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.
About the Author
Gayle H. Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive district-wide experience as a curriculum consultant and staff development coordinator. Gayle was principal/course director at York University for the Faculty of Education, teaching in the teacher education program.
Her areas of expertise include brain-compatible learning, differentiated instructional and assessment strategies, block scheduling, emotional intelligence, student motivation, RTI Tier One, collaborative learning, common core, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change, and building professional learning communities. She also a trainer for Visible Learning Plus with Corwin.
She is an author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum, including the following titles:
• Data Driven Differentiation in the Standards-Based Classroom, Second Edition (2014, with Lin Kuzmich)
• Differentiated Instructional Strategies: One Size Doesn’t Fit All, Third Edition (2013, with Carolyn Chapman)
• Differentiated Instructional Strategies Professional Learning Guide: One Size Doesn’t Fit All, Third Edition (2013)
• Differentiated Literacy Strategies for English Language Learners, Grades K–6 and Differentiated Literacy Strategies for English Language Learners, Grades 7–12 (2011, with Amy Burkman)
• Differentiated Instructional Strategies for the Block Schedule (2010, with Lynne E. Herndon)
• Student Teams That Get Results: Teaching Tools for the Differentiated Classroom (2009, with Lin Kuzmich)
• Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities (2009, with Lin Kuzmich)
• Differentiated Instructional Strategies for Science, Grades K–8 (2009, with Elizabeth Hammerman)
• Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (2005)
• The Activities for Differentiated Classroom series (2007, with Carolyn Chapman)
She is affiliated with organizations such as ASCD and Learning Forward. Her ASCD publication is The Motivated Brain: Improving Student Attention engagement and Perseverance (2015, with Martha Kaufeldt).
Gayle consults internationally with teachers, administrators, and staff developers.
She and her family of two daughters and two granddaughters all reside in Burlington, Ontario.
Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted at firstname.lastname@example.org, www.gaylehgregory.com, and @gaylegregory6.
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.
Table of ContentsPreface
About the Authors
Introduction: Differentiating With Data for Student Growth and Achievement
What Is Our Target?
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
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
Student Contracting for Reflective Learning
3. Collecting and Using Assessment Data for Diagnostic Teaching
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
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
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?