WORKING TOWARDS A DIFFERENTIATED CLASSROOM
  • Identify the BIG IDEA and define concepts and generalizations that carry the content.
  • Create essential questions for all learners. Be clear about what matters.
  • Use ongoing assessments as a teaching tool to broaden instruction. They happen before, during, and following instruction. Their prime goal is diagnostic to adjust instruction to match student need. Assessment and instruction are inseparable.
  • Understand, appreciate, and build upon student differences.The primary goal is maximum growth and success for every learner.
  • Engage all learners. Each brain needs to make its own meaning of the ideas and skills being presented during instruction and activity in the classroom. Learning begins when the level of challenge fits the learner.
  • Plan for critical and creative thinking as integral parts to instruction.
  • Differentiate content, process, product, and participation in response to student readiness, interests, learning profile, and experience.
  • Provide a balance between teacher-assigned and student-selected tasks that are varied.
  • All students, not just some, are asked to do respectful work.
  • Offer supports, additional motivation, and time when needed.
  • Implement flexible grouping that clusters students by readiness, interest, learning style, personal choice, and ability.
  • Create a learning environment that is emotionally safe.

Important!

*Flexibility is the teacher's survival tool.
*Take one step at a time. Do not expect to tackle everything all at once.
*Find support from colleagues and those who can help.
*Find balance. It will keep you realistic.

last update
07/31/09