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Designing Brain-Compatible Learning, by Gayle H. Gregory, Terence Parry
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This updated guide synthesizes the latest brain research into powerful teaching strategies for integrating thinking skills, authentic assessment, and standards-based lesson planning into any classroom.
- Sales Rank: #1233630 in Books
- Brand: Corwin
- Published on: 2006-06-08
- Original language: English
- Number of items: 1
- Dimensions: 10.96" h x .92" w x 8.62" l, 3.00 pounds
- Binding: Paperback
- 304 pages
- Step - by - step strategies for teaching concepts, skills, and content to all age groups and
- A newly expanded section on standards - based lesson design and lesson planning.
- Charts, diagrams, and other visual tools to reinforce learning.
- A collection of new planning templates and graphic organizers.
- An extended glossary and updated bibliography.This comprehensive guide for teachers and instructional
Review
"Offers a well-documented analysis of how the brain works. Each of the research studies cited leads into a discussion of its classroom implications. Teachers really don't want to read about research studies. They want ideas that make them better teachers. The research studies give validity to the ideas presented for use in the classroom. This book is a welcome addition to books available in this field." (William Fitzhugh, Second-Grade Teacher 2005-10-14)
"I have used information from this book in my presentations. The ideas are very practical and can be immediately implemented." (Steve Hutton, Educational Consultant 2005-10-23)
"There's a strong possibility that this will become one of the most used books on the educator's bookshelf, and that's all to the good because ultimately it will be the students (and their brains) who benefit." (From the Foreword by Pat Wolfe)
"Informative, readable, and most of all, practical." (NACADA Journal, Spring 2007 2007-02-14)
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.
Terence Parry has taught at the elementary, secondary, and university levels, and he is now a full-time staff developer and educational consultant in Waterloo, Ontario. Terry has received international recognition for his lively and engaging workshops, which offer a wealth of practical experience to help teachers cope with the overwhelming number of changes that bombard schools on a daily basis.
Excerpt. © Reprinted by permission. All rights reserved.
Foreward by Pat Wolfe
"Everyone agrees that what teachers do in the classrooms should be based on what we know about how people learn. However, until recently, we have had few clues to unlock the "black box" that holds the secrets of the brain. New research from the neurosciences is changing this scenario. Our understanding of the neurological underpinnings of the learning process has increased tremendously in the past few decades. We now have a much more solid foundation on which to hase educational decisions. But while the theoretical information is readily available, the translation of this information has not been. How do teachers sift through the enormous amount of available information and determine what applies and what doesn't? What does a brain-compatible classroom look like? Gayle Gregory and Terence Parry have tackled this challenging job of translating the research into classroom practice and provided teachers with what they've been looking for, a guide to brain-compatible instruction. This book begins with a very understandable synthesis of cognitive research, pulling from the work of leading neuroscientists, psychologists, and educators. An introduction to brain organization and architecture, the role of emotion in attention, and memory systems leads to a listing of general principles of how the brain works. This leads to a discussion of pedagogical theory and how pedagogical researchers and other education professionals have identified a number of powerful instructional techniques that enhance learning. Instruction that fits well with how the brain learns best is an admirable goal, but it will be difficult to reach if the way we measure attainment doesn't match the instruction. Gregory and Parry address this issue by including an excellent section on assessment. There's a strong possibility that this will become on e of the most used books on the educator's bookshelf, and that's all to the good because ultimately it will be the students (and their brains) who benefit.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Worth the money, and time!--Great resource for the thoughtful planner.
By JLO
This book investigates various instructional strategies which are based on recent brain research and suggest various ways of helping students. I found the book to be well organized, making it a great resource to keep handy when planning lessons. I use this book when I am designing lesson plans, and find that the book makes it easy for me to address the various components of brain compatible learning. As a teacher in my 5th year, this book still provides a number of important resources and elements that makes my planning much more efficient and thoughtful.
4 of 4 people found the following review helpful.
Pretty Useful
By Ed Theory
This book is pretty useful for teachers. I was required to buy it for a college class I took this summer. I learned some things about brain-based research I never knew before. It has lots of different activities that would be useful to review as a teacher. It's worth a read, in my opinion. It's worth checking out.
14 of 14 people found the following review helpful.
great resource for teaching methodologies
By Steven Van Zoost
This book explores instructional strategies which are based on recent brain research. Clear explanations of instructional tools (and how, when and why to use them) is this book's stength. The book is well organized, making it a great resource to teachers. I use this book when I am designing lesson plans for the week ahead as the book encourages me to use a variety of instructional strategies and provides guidance in their implementation.
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