Data Driven Differentiation in the Standards-Based Classroom

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 gregorygayle@netscape.net, 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.

• PrefaceAcknowledgmentsAbout the AuthorsIntroduction: Differentiating With Data for Student Growth and AchievementWhat Is Our Target?Challenges and Shifts Presented by the Common Core State StandardsWhy Differentiate?Theaters of the Mind: Learning Systems and the BrainLearning Systems and Student GrowthConnecting Data to LearningUsing Classroom Data to Plan Differentiated Instructional StrategiesTargeting Growth for All Students1. Collecting Data to Create a Positive Classroom ClimatePositive Classroom ConnectionsAssessing the Learning EnvironmentUsing FeedbackRitual, Respect, and Cultural HistoryDifferentiating Classroom ClimateDifferentiating Celebration and PraiseSummary2. Collecting Data to Know the LearnerGoing With the FlowLearning ProfilesDifferent Learning PreferencesDifferent IntelligencesStudent Contracting for Reflective LearningGender DifferencesCultural DifferencesPop Culture Differences21st Century Learners and TechnologyReflections3. Collecting and Using Assessment Data for Diagnostic TeachingDiagnostic TeachingPre-AssessmentFormative AssessmentFinal AssessmentAssessing Our AssessmentsSummary4. Curriculum Approaches for Data Driven InstructionCurriculum Mapping and Data Driven InstructionStandards-Based Unit Planning: Sample Math Unit on Data Analysis and Probability, "The Survey Says . . . ," Grades 3 to 5Critical Questions for Unit PlanningPre-Assessing the Learning Gap for Unit PlanningChunking the LearningSummaryOther Sample Unit PlansThe Weather Reporter, Grades K to 2Do You Know Your Rights? Grades 5 to 8Argumentation Writing--Convince Me! Grades 9 to 125. Adjustable Assignments for Differentiated LearningOptions for Differentiated LearningAdjustable Learning GridsAdjustable Learning ElementsFlexible GroupingDifferentiating PairsDifferentiating Small GroupsSummary6. Instructional Strategies That Increase Student LearningThe Art and Science of TeachingMemory Processes and the Cognitive Learning SystemDifferentiating Instructional StrategiesCooperative Group LearningNonlinguistic RepresentationsSummarizing and Note TakingHomework and PracticeRecognizing Similarities and Differences/Using Metaphors and AnalogiesSummary7. Data Driven Lesson Planning for Differentiated LearningUsing Data for Lesson PlanningEssential Elements for Data Driven Lesson PlanningChunking the Learning for Sample Unit PlansSummaryConclusion: Putting It All Together for Student Growth and AchievementHow Do We Do All This Without Running From the Room Screaming?What Can We Learn From the Errors and Successes of the Best Teachers?What Are the Major Changes With Common Core State Standards?Why Is It Always About the Student?ReferencesIndex