Designing Brain-Compatible Learning - Gayle H. Gregory

'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

'Teachers want ideas that make them better teachers. This is a welcome addition to books available in this field' - William Fitzhugh, Teacher, Reisterstown Elementary School, MD

This revised, updated edition of Designing Brain Compatible Learning synthesizes the latest brain research into a powerful set of teaching tools and strategies for integrating thinking skills, cooperative learning, graphic organizers, and authentic assessment into any classroom. The new edition features:

Step-by-step strategies for teaching concepts, skills, and content to all age groups and learning styles

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 school leaders provides in-depth coverage of planning at its best.

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 [email protected], www.gaylehgregory.com, and @gaylegregory6.

"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

"I have used information from this book in my presentations. The ideas are very practical and can be immediately implemented."
Steve Hutton, Educational Consultant

"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