Data Driven Differentiation in the Standards-Based Classroom

Preface ix About the Authors xiii Introduction: Differentiating With Data for Student Growth and Achievement 1(12) What Is Our Target? 1(1) Why Differentiate? 2(1) Theaters of the Mind: Learning Systems and the Brain 3(4) Learning Systems and Student Growth 7(1) Connecting Data to Learning 8(1) Using Classroom Data to Plan Differentiated Instructional Strategies 9(1) Targeting Growth for All Students 10(3) 1. Collecting Data to Create a Positive Classroom Climate 13(16) Positive Classroom Connections 13(2) Assessing the Learning Environment 15(1) Using Feedback 16(4) Ritual, Respect, and Cultural History 20(2) Differentiating Classroom Climate 22(4) Differentiating Celebration and Praise 26(1) Summary 27(2) 2. Collecting Data to Know the Learner 29(22) Going With the Flow 29(1) Different Learning Styles 30(8) Different Intelligences 38(7) Student Contracting for Reflective Learning 45(1) Intelligent Behaviors 46(2) Reflections 48(3) 3. Collecting and Using Assessment Data for Diagnostic Teaching 51(26) Diagnostic Teaching 52(1) Pre-Assessment 52(13) Formative Assessment 65(5) Final Assessment 70(3) Assessing Our Assessments 73(3) Summary 76(1) 4. Curriculum Approaches for Data Driven Instruction 77(38) Curriculum Mapping and Data Driven Instruction 77(2) Standards-Based Unit Planning: Sample Math Unit on Data Analysis and Probability, "The Survey Says...," Grades 3 to 5 79(10) Critical Questions for Unit Planning 89(3) Pre-Assessing the Learning Gap for Unit Planning 92(2) Chunking the Learning 94(1) Summary 95(1) Other Sample Unit Plans 96(19) 5. Adjustable Assignments for Differentiated Learning 115(18) Options for Differentiated Learning 115(2) Adjustable Learning Grids 117(1) Adjustable Learning Elements 117(5) Flexible Grouping 122(4) Differentiating Pairs 126(2) Differentiating Small Groups 128(4) Summary 132(1) 6. Instructional Strategies That Increase Student Learning 133(40) The Art and Science of Teaching 133(1) Memory Processes and the Cognitive Learning System 134(6) Differentiating Instructional Strategies 140(2) Recognizing Similarities and Differences/Using Metaphors and Analogies 142(9) Summarizing and Note Taking 151(1) Homework and Practice 152(3) Nonlinguistic Representations 155(12) Cooperative Group Learning 167(4) Summary 171(2) 7. Data Driven Lesson Planning for Differentiated Learning 173(22) Using Data for Lesson Planning 173(1) Essential Elements for Data Driven Lesson Planning 174(3) Chunking the Learning for Sample Unit Plans 177(13) Summary 190(1) Conclusion: Putting It All Together for Student Growth and Achievement 191(1) How Do We Do All This Without Running From the Room Screaming? 191(1) What Can We Learn From the Errors and Successes of the Best Teachers? 192(1) Why Is It Always About the Student? 193(2) References 195(4) Index 199