Teacher Teams That Get Results

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. Lin Kuzmich, of KCS, Inc., is an educational consultant, professor, and author from Loveland, CO. She served the Thompson School District in several roles as the assistant superintendent, executive director of secondary and elementary instruction, director of professional development, and a building principal. Her school was named a 2000 winner of the John R. Irwin Award for Academic Excellence and Improvement. In addition, for the past decade she has been involved in staff development through several universities and the Tointon Institute for Educational Change. Kuzmich is an adjunct professor at both Colorado State University and University of Northern Colorado. She is a senior consultant for the International Center for Leadership in Education, has provided training and consulting to school districts around the country, and has presented at numerous national conferences.

• AcknowledgmentsAbout the AuthorsIntroduction: Tools That Get ResultsPurpose for This BookWhat We Know About Adult LearningBrain BitsAdult Learning PrinciplesLearning StylesWhat Different Learners NeedInitial Group DevelopmentPhases of Group Development and BehaviorsBenefit of Professional Learning CommunitiesGetting the Intended ResultsLearning Teams That Get ResultsTools to Succeed as TeamsIn This Book1. Creating a Growth Oriented CultureStrategy 1. ABC ConversationsStrategy 2: Birthday MonthStrategy 3: Community CircleStrategy 4: Concept FormationStrategy 5: Consultation LineStrategy 6: Find Someone WhoStrategy 7: Four CornersStrategy 8: Give and GoStrategy 9: Mapping the JourneyStrategy 10: 3-2-1Strategy 11: Nominal Group ProcessStrategy 12: Personal, Interpersonal, Task Model (P.I.T.)Strategy 13: Processing PauseStrategy 14: Random PartnersStrategy 15:SynecticsStrategy 16:T Chart and Y Chart2. Sharing Knowledge and SkillsStrategy 17: DIP PartyStrategy 18: Four Corner CardsStrategy 19: Inside Outside CircleStrategy 20: JigsawStrategy 21: Know, Want to Know, Learned (KWL)Strategy 22: Perspective LensStrategy 23: Pluses and WishesStrategy 24: Plus, Minus, InterestingStrategy 25: Promissory NoteStrategy 26: Right AngleStrategy 27: Round Robin, Round TableStrategy 28: Round the Room BrainstormingStrategy 29: Star GazingStrategy 30: Think, Pair, ShareStrategy 31: Wallpaper Poster3. Building Resilience and Creating SolutionsStrategy 32: Checking the OilStrategy 33: Communication MattersStrategy 34: Doubling UpStrategy 35: Environmental ScanningStrategy 36: Field ForceStrategy 37: FLOWStrategy 38: Gallery WalkStrategy 39: GraffitiStrategy 40: Hot ButtonsStrategy 41: Journey Mapping (Also Known as Histo-Mapping)Strategy 42: Musical ChairsStrategy 43: Parking LotStrategy 44: Roadblock RemovalStrategy 45: The Question Matters: Reviewing Student WorkStrategy 46: Two Sides of the Story4. Determining Priorities and Creating ExcellenceStrategy 47: Building on SuccessStrategy 48: Cause and Effect PlanningStrategy 49: Celebrations and Next StepsStrategy 50: Current SnapshotStrategy 51: Four Squares for CreativityStrategy 52: Lesson and Unit StudiesStrategy 53: Prioritizing the Impact of SolutionsStrategy 54: Prioritizing Work and LearningStrategy 55: Probable and Preferred FutureStrategy 56: Pros and ConsStrategy 57: Strengths, Weaknesses, Opportunities, and ThreatsStrategy 58: The InterviewStrategy 59: The People LadderStrategy 60: Think Abouts…Strategy 61: Data Chats5. Putting It All TogetherPart One: Initial Group DevelopmentPart Two: Sustaining Groups Over Time and Through New InitiativesPutting It All Together: Examples for ImplementationKeeping Notes, Logging, and Our MethodsKeeping Your School, Team Culture, and Climate HealthySummaryReferencesIndex

"I enjoyed reading Teacher Teams That Get Results and anticipate using some of the activities with groups that I facilitate."