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Teacher as Activator of Learning
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Table of Contents

Introduction: Activating Student Thinking Chapter 1. Activating Classroom Climate Chapter 2. Activating Teachers Chapter 3. Activating the Power of Peers Chapter 4. Activating Cooperative Learning Chapter 5. Activating the Power of Goals and Standards Chapter 6. Activating Assessment Chapter 7. Activating Feedback Chapter 8. Final Thoughts References

About the Author

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 of secondary schools, enhancing teacher quality, coaching and mentoring, managing change, and building professional learning communities. She also a trainer for Visible Learning Plus with Corwin. She is an author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum, including the following titles: * Data Driven Differentiation in the Standards-Based Classroom, Second Edition (2014, with Lin Kuzmich) * Differentiated Instructional Strategies: One Size Doesn't Fit All, Third Edition (2013, with Carolyn Chapman) * Differentiated Instructional Strategies Professional Learning Guide: One Size Doesn't Fit All, Third Edition (2013) * Differentiated Literacy Strategies for English Language Learners, Grades K-6 and Differentiated Literacy Strategies for English Language Learners, Grades 7-12 (2011, with Amy Burkman) * Differentiated Instructional Strategies for the Block Schedule (2010, with Lynne E. Herndon) * Student Teams That Get Results: Teaching Tools for the Differentiated Classroom (2009, with Lin Kuzmich) * Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities (2009, with Lin Kuzmich) * Differentiated Instructional Strategies for Science, Grades K-8 (2009, with Elizabeth Hammerman) * Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (2005) * The Activities for Differentiated Classroom series (2007, with Carolyn Chapman) She is affiliated with organizations such as ASCD and Learning Forward. Her ASCD publication is The Motivated Brain: Improving Student Attention engagement and Perseverance (2015, with Martha Kaufeldt). Gayle consults internationally with teachers, administrators, and staff developers. She and her family of two daughters and two granddaughters all reside in Burlington, Ontario. Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted at gregorygayle@netscape.net, www.gaylehgregory.com, and @gaylegregory6.

Reviews

"In going from "teacher as fount of knowledge" to "teacher as facilitator" the field has over-corrected. Gayle Gregory corrects that with a comprehensive and deep portrayal of the need for teachers to be activators of learning in partnership with students. Based on equal measures of research and practice, Gregory gives us a compelling set of ideas and tools to maximize student learning and engagement. Read it and hit the ground running!" -- Michael Fullan, Professor Emeritus
Gayle Gregory has taken her extensive knowledge of differentiation and classroom instruction to new heights in her latest book, Teacher As Activator of Learning. Supported by the recent extensive, compelling research of John Hattie, Bob Marzano, and several other contemporary educational researchers, she has crafted a practical, useful volume filled with research-based instructional strategies that classroom teachers and school leaders can use immediately to inform their practice. This book is a must-have for any school professional library.


-- Ainsley Rose

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