Best Practices at Tier 1 [Secondary]. Gayle Gregory
![Best Practices at Tier 1 [Secondary] - Gayle Gregory](limg_read679455.jpg "Best Practices at Tier 1 [Secondary] - Gayle Gregory")
Core Instruction
Reviewing Past Efforts to Improve Core Instruction
Synthesizing What We Know About Good Teaching
Harnessing the Power of Collaborative Teams
Leveraging the Power of Student Collaboration
2 Creating Brain-Friendly Learning Environments
Maintaining a Safe and Secure Climate for Learning
Providing Relevant, Meaningful, and Engaging Instruction
Utilizing Cooperative Group Learning
Getting Started and Getting Better
Taking the Discussion Further
3 Finding Each Student’s Learning Sweet Spot
Teaching to Each Student’s Learning Sweet Spot
Recognizing Learning Preferences
Leveraging Multiple Intelligences
Building a Student Profile
Targeting Specific Learning Needs
Helping Students Identify Their Own Learning Preferences and Needs
Keeping Students in Their Learning Zone
Taking the Discussion Further
4 Developing a Powerful Core Curriculum
Incorporating Essential Standards
Determining Success Criteria for Mastery
Integrating 21st Century Skills
Making Content Meaningful and Relevant
Employing Evidence-Based Best Practices
Concentrating the Core Curriculum
Taking the Discussion Further
5 Differentiating Instruction Through Pluralized Teaching Strategies
Moving From Traditional to Progressive Instructional Methods
Maximizing the Power of Technology
Using Multiple Approaches to Develop Student Vocabulary
Differentiating Instruction Through Learning Centers
Implementing a Mixed-Modality, Pluralized Pedagogy
Taking the Discussion Further
6 Using Data to Inform Instruction
Student Profiles
Prerequisite Screenings
Diagnostic Preassessments
Formative Assessments
Summative Assessments
Adjustments to Student Tasks, Groups, and Processes in Response to Assessment Data
A Commonsense Approach to Assessment
Taking the Discussion Further
7 Building Cognitive Rigor, Depth, and Complexity
Creating Rigorous Learning Environments and Tasks
Developing Students’ Higher-Level Thinking Skills
Going Beyond Proficiency
Using Complex Texts and Text-Dependent Questions to Increase Instructional Rigor
Increasing Rigor Using 21st Century Skills
Taking the Discussion Further
Epilogue: Embracing the Journey
The Art of Teaching
The Journey Ahead
About the Authors
Gayle Gregory has extensive experience as a staff developer and administrator. She consults internationally on brain-friendly differentiation, research-based instruction, block scheduling, assessment practices, early literacy, gifted instruction, and facilitating school change. Gayle has worked with many districts developing school teams to build internal capacity. She has taught at the elementary, middle, and high school levels as well as in university settings.
Gayle is coauthor of Differentiated Instructional Strategies: One Size Doesn’t Fit All, Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities, and Think Big, Start Small. In addition, she was featured in an edition of the Video Journal of Education focused on differentiated instruction. She is committed to lifelong learning and professional growth for herself and others.
To learn more about Gayle’s work, visit her website www.gaylehgregory.com, or follow @gaylegregory6 on Twitter.
Martha Kaufeldt is a professional development specialist and author. Since 1984, her specialty has been applying educational neuroscience into classroom practice. She travels internationally conducting workshops and trainings on curriculum development, differentiated instruction, school restructuring, assessment, and brain-friendly strategies for teachers. She serves on the Transformative Education Forum Board and has been a trainer and coach for the Mid-California Science Improvement Project.
Martha was a classroom teacher for over twenty-three years in California. As an elementary teacher, she created brain-compatible learning environments for a diverse student population. In the middle grades, Martha was a core teacher on an interdisciplinary instructional team. Her curriculum included integrated project-based and service learning, and she emphasized social and emotional