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Data Driven Differentiation in the Standards-Based Classroom - Book Cover

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Updated Edition of Bestseller

Data Driven Differentiation in the Standards-Based Classroom

Second Edition
By: Gayle H. Gregory, Lin Kuzmich

Fully updated to support the Common Core and other key standards, this informative book shows teachers how to easily collect data that improves differentiated instruction.

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Product Details

Grade Level: PreK-12
ISBN: 9781483332499
Published By: Corwin
Year: 2014
Page Count: 248
Publication date: June 05, 2014

Price: $39.95

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For Instructors

This book is not available as a review copy.

Description

Collect the data you need to reach every student!

When it comes to meeting the rigorous new standards of the Common Core Curriculum, knowing how to collect, analyze, and use data makes all the difference. Fully updated to support the Common Core and other key standards, this informative book shares an author with the best-selling Differentiated Instructional Strategies: One Size Doesn’t Fit All.

Veteran educators Gregory and Kuzmich provide user-friendly techniques for gathering qualitative and quantitative information, helping you tailor instruction and assessment for diverse learners. This resource is ideal for classroom teachers, curriculum developers, instructional leaders, and district administrators. Readers will find:

Step-by-step guidance on gathering data to improve classroom dynamics, pinpoint student learning styles, adjust lessons for different learners, and inform diagnostic teaching and assessment
Techniques for using data to enhance curriculum, including numerous unit and lesson plans fully linked to the Common Core
A wealth of templates for fast and simple data collection
Updated differentiation strategies for the Common Core and other key standards, including the Career and College Readiness Standards and the Standards of Mathematical Practice

Collect data with ease and discover new tools for differentiated teaching and learning!

Praise for the First Edition:
“This book reconciles meeting children’s affective needs with the new accountability requirements from the federal and state government. The title may sound daunting, but the chapters are extremely accessible.”

—Maria Elena Reyes, Associate Professor
University of Alaska Fairbanks

Key features

By the author of Corwin's best-selling Differentiated Instructional Strategies: One Size Doesn't Fit All
Step-by-step guide to collecting and using data to plan standards-based instruction in the differentiated K-12 classroom.
Comprehensive scope covers research base, data-collection methods and tools, and applications for lesson planning and student assessment before, during, and after instruction.
Ideal for classroom teachers, curriculum developers, instructional leaders, and district administrators with accountability for demonstrating what students know and can do.
Includes four detailed sample units that take the readers through every step of the process.
Includes a comprehensive collection of reproducibles and samples for data collection, lesson planning, and student assessments before, during, and after instruction.

Author(s)

Gayle H. Gregory

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

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 Contents

Preface

Acknowledgments

About the Authors

Introduction: Differentiating With Data for Student Growth and Achievement

What Is Our Target?

Challenges and Shifts Presented by the Common Core State Standards

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

Learning Profiles

Different Learning Preferences

Different Intelligences

Student Contracting for Reflective Learning

Gender Differences

Cultural Differences

Pop Culture Differences

21st Century Learners and Technology

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

The Weather Reporter, Grades K to 2

Do You Know Your Rights? Grades 5 to 8

Argumentation Writing--Convince Me! Grades 9 to 12

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

Cooperative Group Learning

Nonlinguistic Representations

Summarizing and Note Taking

Homework and Practice

Recognizing Similarities and Differences/Using Metaphors and Analogies

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?

What Are the Major Changes With Common Core State Standards?

Why Is It Always About the Student?

References

Index

Other Titles in: Data Analysis | Teaching Methods & Learning Styles | Differentiation & Multiple Intelligences

Select Format:

For Instructors

This book is not available as a review copy.