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



February 2004 | 224 pages | Corwin
`Reminds educators of their commitment to children and reassures them that the tasks they must complete are doable' -

Maria Elena Reyes, Associate Professor, School of Education, University of Alaska, Fairbanks

In this 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.

 
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

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.

Maria Elena Reyes, Associate Professor, School of Education
University of Alaska, Fairbanks

Sample Materials & Chapters

Preface

Chapter 1: Collecting Data to Create a Positive Classroom Climate


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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... More About Author

Linda Marlene 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... More About Author

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ISBN: 9780761931584
$36.95