"Responsive or differentiated teaching means a teacher is as attuned to students' varied learning needs as to the requirements of a thoughtful and well-articulated curriculum."
Tomlinson & McTighe, Integrating Differentiated Instruction and Understanding by Design, 2006
District 39's instructional model is to differentiate instruction. All teachers plan and deliver effective, content-rich ways to provide all students with learning experiences and challenges from the district curriculum at a level that matches their needs and readiness.
Classroom Teachers/Content Area Teachers/Related Arts and Specials Teachers
- analyze the current curriculum content in order to set appropriate expectations
- plan and develop units incorporating appropriate instructional methods and groupings
- continually analyze student data, assess progress and set further learning goals for students
- communicate about differentiation practices with parents, teachers, and administrators
- teach and co-teach students in flexible groups
- plan or co-plan tasks and products with students
- collaborate with differentiation support teachers, as well as other specialists
Administrators
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keep up-to-date on issues and trends in differentiation
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provide teachers opportunities to learn about differentiation through staff development
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encourage and support teacher collaboration
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obtain resources to assist teachers in planning quality lessons
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facilitate communication between the staff, parents, and the community