Eliminate "idea block" with this practical resource that includes more than 100 planning tools, matrixes, rubrics, templates, and choice boards for differentiating instruction during extended learning blocks.
Eliminate "idea block" with this practical resource that includes more than 100 planning tools, matrixes, rubrics, templates, and choice boards for differentiating instruction during extended learning blocks.
Gayle Gregory is an internationally known consultant who has specialized in brain compatible learning and differentiated instruction and assessment. She presents practical teacher/student-friendly strategies grounded in sound research that educators find easy to use in the classroom or schoolhouse tomorrow. Her interactive style and modeling of strategies help teachers and administrators transfer new ideas with ease. She has had extensive experience in elementary, middle and secondary schools, community colleges and universities. Gayle has also had district leadership roles including curriculum coordinator and staff development director. She has worked with Instructional Leadership Teams in many schools and district throughout the country focusing on data analysis, using assessment, both formative and summative, and differentiating instruction based on readiness, learning profiles and interests. Her areas of expertise include brain-compatible learning, block scheduling, emotional intelligence, instructional and assessment practices, differentiated instructional strategies, using data to differentiate, literacy, presentation skills, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change and building professional learning communities. Gayle is affiliated with many organizations, such as the Association for Supervision and Curriculum Development and the National Staff Development Council. She is the author and co-author of numerous publications for teachers and administrators. Gayle believes in life long learning for herself and others.
Inhaltsangabe
Acknowledgments About the Authors 1. Introduction 2. Who Are the Learners? 3. Planning for Instruction 4. Classroom Management 5. Brain-Based Learning 6. Lesson Plans in Action 7. Evidence-Based Best Practices 8. Cooperative Learning 9. Assessing Student Learning 10. Using Assessment to Adjust, Compact, and Group 11. Technology Integration 12. Final Thoughts References Index
Acknowledgments About the Authors 1. Introduction 2. Who Are the Learners? 3. Planning for Instruction 4. Classroom Management 5. Brain-Based Learning 6. Lesson Plans in Action 7. Evidence-Based Best Practices 8. Cooperative Learning 9. Assessing Student Learning 10. Using Assessment to Adjust, Compact, and Group 11. Technology Integration 12. Final Thoughts References Index
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