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Data Driven Differentiation in the Standards-Based Classroom

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.

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


2. Collecting Data to Know the Learner
Going With the Flow

Different Learning Styles

Different Intelligences

Student Contracting for Reflective Learning

Intelligent Behaviors


3. Collecting and Using Assessment Data for Diagnostic Teaching
Diagnostic Teaching


Formative Assessment

Final Assessment

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

Flexible Grouping

Differentiating Pairs

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

Nonlinguistic Representations

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?


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


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