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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

       Taking the Discussion Further

       2 Creating Brain-Friendly Learning Environments

       Maintaining a Safe and Secure Climate for Learning

       Providing Relevant, Meaningful, and Engaging Instruction

       Supporting the Social Brain

       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

       References and Resources

       Index

       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

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