Flip the Switch! How to Get Students Into Learning Mode Now. Walk into any classroom, and within a few seconds you’ll have a sense of whether the atmosphere is one of stagnation and passivity or one of motivation and engagement where students are learning. What is it that separates the latter from the former?In this book, education expert Gayle Gregory offers the conditions necessary to foster an environment of active, visible learning in a brain-compatible climate. In its pages you’ll find: • What effective teachers should know and do to activate student learning and reach targeted standards using theories such as Growth Mindsets and Panksepp’s SEEKING system • What an “instructionally intelligent” teacher has in her repertoire that impacts student success • Multiple practical strategies to implement immediately that activate student thinking and target learning intentions through differentiation and the use of collaboration, formative assessment, and feedback Gregory’s powerful strategies and tactics, your classroom will be positively electric with enthusiasm for learning and greater student success. “In going from ‘teachers as fount of knowledge’ to ‘teacher as facilitator’ the field has overcorrected. Gayle Gregory corrects all that with a comprehensive and deep portrayal of the need for ’teachers to be activators’ of learning in partnership with students. Based on equal measure of research and practice Gregory gives is a compelling set of ideas and tools to maximize student learning and engagement. Read it and hit the ground running!” Michael Fullan, Professor Emeritus, OISE/University of Toronto
Introduction Activating Student Thinking: Introduction Activating Student Thinking
As I entered the classroom I immediately noticed the bustle of high energy and positive chatter. I couldn’t find the teacher in the midst of the focused activity that was evident. Students were not in rows but in clusters of two or three, discussing and working together. I found the teacher engaged with a small group, questioning, suggesting, and giving specific feedback so students could proceed. I eavesdropped on several groups and asked questions myself; the students were very clear about what they were trying to accomplish, some of the roadblocks they had overcome, and what they would do next. As I scanned the room, the students were generally self-directed and productive, using technology seamlessly as needed . . . tablets, ...