Differentiated Instruction
Essential Question for 2014-2015:
How can Differentiated Instruction allow me to engage every student in my classroom and drive learning forward?
The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education. It is an approach to teaching that advocates active planning for student differences in classrooms." (Tomlinson & Allan, 2000).
"DI is mostly about what we do ahead of time, not how we interact or conduct the lesson at the time. There are some good aspects going on in the classroom, but that facilitation can only occur with purposeful and thoughtful planning."
(Rick Wormeli, MiddleWeb List Serve Response, "Getting Started with Differentiation", 2003).
(Rick Wormeli, MiddleWeb List Serve Response, "Getting Started with Differentiation", 2003).
Why did I choose Differentiated Instruction?
I was blessed with the opportunity to work with the DI cohort for this school year. Christie Watson, our lead teacher, facilitated conversations and new learning and was able to observe classes and offer feedback. I wanted to learn how to better meet the needs of my students and incorporate different types of assessment, flexible grouping opportunities, tiered assignments/activities and anchor activities.
I was blessed with the opportunity to work with the DI cohort for this school year. Christie Watson, our lead teacher, facilitated conversations and new learning and was able to observe classes and offer feedback. I wanted to learn how to better meet the needs of my students and incorporate different types of assessment, flexible grouping opportunities, tiered assignments/activities and anchor activities.
Teaching Quality Standard and how this document relates to choice of differentiated instruction:
TQS - 3 d) Teachers know there are many approaches to teaching and learning: Teachers appreciate individual differences and believe all students can learn, albeit at different rates and in different ways. They recognize students’s different learning styles and the different ways they learn, and accommodate these differences in individuals and groups of students including students with special learning needs.
Teachers understand the fluidity of teaching and learning. They constantly monitor the effectiveness and appropriateness of their practices and students’ activities, and change them as needed.
TQS - 3 d) Teachers know there are many approaches to teaching and learning: Teachers appreciate individual differences and believe all students can learn, albeit at different rates and in different ways. They recognize students’s different learning styles and the different ways they learn, and accommodate these differences in individuals and groups of students including students with special learning needs.
Teachers understand the fluidity of teaching and learning. They constantly monitor the effectiveness and appropriateness of their practices and students’ activities, and change them as needed.