This link has been bookmarked by 17 people . It was first bookmarked on 25 Mar 2008, by Michael Richards.
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25 Jun 12
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24 Jun 12
helen castanedo"•
Initial and on-going assessment of student readiness and growth
are essential. Meaningful pre-assessment naturally leads to functional and
successful differentiation. Incorporating pre and on-going assessment informs
teachers so that they can better provide a menu of approaches, choices, and
scaffolds for the varying needs, interests and abilities that exist in
classrooms of diverse students. Assessments may be formal or informal, including
interviews, surveys, performance assessments, and more formal evaluation
procedures.
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Students are active and responsible explorers. Teachers
respect that each task
put before the learner will be interesting, engaging,
and accessible to essential understanding and skills. Each child should feel
challenged most of the time.
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Vary expectations and requirements for student responses.
Items to which students respond may be differentiated so that different
students can demonstrate or express their knowledge and understanding in
different ways. A well-designed student product allows varied means of
expression and alternative procedures and offers varying degrees of difficulty,
types of evaluation, and scoring.
Additional Guidelines That Make Differentiation Possible for
Teachers to Attain
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Clarify key concepts and generalizations. Ensure that all
learners gain powerful understanding s that can serve as the foundation for
future learning. Teachers are encouraged to identify essential concepts and
instructional foci to ensure that all learners comprehend.
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Use assessment as a teaching tool to extend rather than merely
measure instruction. Assessment should occur before, during, and following
the instructional episode, and it should be used to help pose questions
regarding student needs and optimal learning.
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Emphasize critical and creative thinking as a goal in lesson
design. The tasks, activities, and procedures for students should require
that they understand and apply meaning. Instruction may require supports,
additional motivation, varied tasks, materials, or equipment for different
students in the classroom.
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Engaging all learners is essential. Teachers are encouraged
to strive for the development of lessons that are engaging and motivating for a
diverse class of students. Vary tasks within instruction as well as across
students. In other words, an entire session for students should no t consist of
all drill and practice, or any single structure or activity.
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Provide a balance between teacher-assigned and student-selected
tasks.
A balanced working structure is optimal in a differentiated
classroom. Based on pre-assessment information, the balance will vary from
class-to-class as well as lesson-to-lesson. Teachers should ensure that students
have choices in their learning." -
18 Jun 12
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07 Feb 12
Kompas CareAccess Center
Differentiated Instruction and Implications for UDL ImplementationRTI intervention elementary middleschool differentiation K-9
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06 Feb 12
Access Center
Differentiated Instruction and Implications for UDL ImplementationRTI intervention elementary middleschool differentiation K-9
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21 Jun 11
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15 Jul 10
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22 Feb 10
Matthew J. VanniceA great UDLresource that can be downloaded in MSWord or PDF format. \n"Universal Design for Learning (UDL), a curriculum designed approach to increase flexibility in teaching and decrease the barriers that frequently limit student access to materials and learning in classrooms (Rose & Meyer, 2002)."
UDL inclusive practices edaccess differentiated instruction inclusion best practices
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Universal Design for Learning (UDL), a curriculum designed approach to increase flexibility in teaching and decrease the barriers that frequently limit student access to materials and learning in classrooms (Rose & Meyer, 2002).
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Differentiated instruction is a process to teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.
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Access to the content is seen as key.
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18 Mar 09
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07 Mar 09
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01 Aug 08
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The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum.
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25 Mar 08
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15 Nov 07
Patti PortoDifferentiated Instruction and Implications for UDL Implementation, Access Center
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