Data Driven Differentiation in the Standards-Based Classroom

Data Driven Differentiation in the Standards-Based Classroom is a comprehensive guide to using data-driven strategies for curriculum, instruction, and assessment, the authors present step-by-step techniques and planning tools for designing instruction with student success in mind. Topics include using data to assess classroom climate and create optimal learning conditions; using data to assess student learning styles and multiple intelligences; using data for diagnostic teaching before, during, and after instruction; using curriculum mapping and critical questions for standards-based unit planning; using adjustable assignments and flexible grouping for differentiated learning; using the most effective research-based instructional strategies; and using data for lesson planning in learning chunks that keep students active, engaged, and able to demonstrate what they know and can do. Four sample units that cross content areas and grade levels are used to demonstrate every aspect of the planning process, and the authors provide a generous collection of templates, grids, and sample planners for teachers, curriculum designers, and instructional leaders to use at every stop along the way.

Table of Contents:
Preface 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 Summary 2. Collecting Data to Know the Learner Going With the Flow Different Learning Styles Different Intelligences Student Contracting for Reflective Learning Intelligent Behaviors Reflections 3. Collecting and Using Assessment Data for Diagnostic Teaching Diagnostic Teaching Pre-Assessment Formative Assessment Final Assessment Assessing Our Assessments Summary 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 Summary 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 Summary 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 Summary 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 Summary 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? References Index

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 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.

Review :
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.