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DI : Differentiated

Instruction

Differentiated lnstruction is based upon the principle that all students can learn i[ the instruction is responsive to their needs. lt acknowledges the uniqueness of each student in terms of the experiences, personal characteristi, innate qualities and attributes that he/she brings into the classroom. Furthermore, it recognizes that teachers must tailor, modifi7 and customize instruction based upon their knowledge of the student, thus empowering him/her to learn and be successful in school. More specifically it means that teachers must plan lessons and design classroom learning environments that are responsive to the full range of student needs in their classroom. All students need access to targeted, rigorous instruction, which includes additional support where needed, in order to meet state performance standards.

What To Teach?
Planning &
. Teachers work collaboratively to articulate

Preparation

How To Teach?
of Instruction
activities and projects which advance students' understanding.

Implementation

How to Assess?
Evidence of Learning
. Products and assessments to measure
students' understanding are determined during the planning process.

and map curriculum and assessments on horizontal grade level teams, and then between grades on verticalteams,
. Teachers work independently to design

. Teachers choose only specific leaming

. Questioning/discussion techniques
maximize student interaction.

. Evidence of learning takes many different

forms, such as reports, projects, exhibitions, and demonstrations.

the coherent and cohesive cuniculum for their particular class of students.
. Coherent instructional planning attends to the classroom environment, learning activities, instructional materials/resources, groupings/structure of the lesson and unit.

.Active learning increases student engagement.

. lnstruction

is modified and differentiated to accommodate students' diverse needs.

Assessment
. Formal & lnformalAssessment

/
. ldentify Core Concepts & Skills

Formal assessment includes alltypes

of standardized testing as well as unit

Teachers collaborate to establish the core concepts, and skills ("big ideas" and

essential questions), which are aligned to state designated learning standards.

. Vary Grouping Models Cooperative learning groups reflect the social aspect of the leaming process. ./ Flexible, ad hoc groups are used for special interests/re-teaching and practice, and include independent, pair-

and teacher-made tests.

. Modify Scope & Sequence

/ /

Classroom teachers modify/adjust the scope, depth, and pacing ofthe curriculum to accommodate student
needs.

share, and small groups. Assessment informs initial and subsequent group formation.
Plan activities and routines that reflect translation of neuroscience research into practice.

lnformal assessment incorporates observation, conferencing, and various kinds of performance assessments such as reports, demonstrations and performances.

. Portfolios

. Employ Brain-Compatible Shategies

/ /
/

Students should be encouraged to use self-assessment and refl ection about their work.
Teachers should make informed

. Determine Evidence of Learning

/ /

Teachers identify at the outset what students must know and be able to do.

. Use Multiple lntelligences (Ml)

Assessments/products are designed to demonstrate studenl understanding.

. Connect & lntegrate

/ /

Make students aware of their shengths in the various intelligences (linguistic, logical/mathematical, spatial, bodily/ kinesthetic, musical, interpersonal & intrapersonal, naturalistic & existential). Employ Ml in lesson design and implementation to increase engagement.
Teach students to independently practice metacognitive stnategies of connecting their learning, interacting with text, asking questions, categorizing, comparing and contrasting, and summarizing.

diagnostic instructional and cunicular decisions about students. Authentic evidence of student work should be gathered.

. Projects

Teachers link the new concepts to what

preceded, and place them in the context of the larger body of content knowledge. Teachers look for opportunities to connect skills/concepts to other content areas in order to maximize relevancy and connections for students,

/ /

. Teach Metacognitive Strategies

Medial and summative projects enable students to demonshate what they know and are able to do.

'/ Projects can be in a variety of forms,

depending on the content area.

. Plan Scope & Sequence

/ /

Teachers map the cuniculum in terms of instructional focus for the year. Teachers meet collaboratively to review curriculum maps for alignment with state learning standards, as well as for content gaps and redundancies.

'/

Other examples of projects that can demonstrate student understanding of content include:

Haue students continually practice

effective content area reading strategies such as previewing the text, attending to paragraph headings, visual print, and end of chapter questions before reading.

puzzles

.
.

poems

. short stories . illustrations/cartoons . diagrams

collages

. scrapbooks . demonstrations . presentations . research reports

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DI : Differentiated

Instruction

Differentiated lnstruction is based upon the pdnciple that all students can learn lf the instruction is responsive to their needs. lt acknowledges the uniqueness of each student in terms of the experiences, personal characteristi, innate qualities and attributes that he/she brings into the classroom. Furthermore, it recognizes that teachers must tailor, modify and customize instruction based upon their knowledge of the student, thus empowering hinfher to learn and be successful in school. More specifically it means that teachers must plan lessons and design classroom learning environments that are responsive to the full range of student needs in their classroom. All students need access to targeted, rigorous instruction, which includes additional support where needed, in order to meet state performance standards.

What To Teach?
Planning &
. Teachers work collaboratively to articulate

How To

Preparation

Implementation
of Instruction

Teach?

How to Assess?
Evidence of Learning
. Products and assessments to measure
students' understanding are determined during the planning process.

and map curriculum and assessments on horizontal grade level teams, and then between grades on verticalteams. . Teachers work independently to design the coherent and cohesive cuniculum for their particular class of students.
. Coherent instructional planning attends to

. Teachers choose only specific learning activities and projects which advance students' understanding.

. Questioning/discussion techniques
maximize student interaction.
. Active learning ncreases student engage-

. Evidence of learning takes many different

forms, such as reports, projects, exhibitions, and demonstrations.

ment.

the classroom environment, learning

activities, instructional materials/resources, groupings/structure of the lesson and unit.

. lnstruction

is modified and differentiated to accommodate students' diverse needs.

Assessment
. Formal & lnformalAssessment

{
. Vary Grouping Models

. ldentify Core Concepts & Skills

Teachers collaborate to establish the core concepts, and skills ("big ideas" and

/ /
/

essential questions), which are aligned to state designated learning standards.

Cooperative learning groups reflect the social aspect of the learning process. Flexible, ad hoc groups are used for special interests/re-teaching and practice, and include independent, pairshare, and small groups. Assessment informs initial and subsequent group formation. Plan activities and routines that reflect hanslation of neuroscience research into practice.
Make students aware of their strengths in the various intelligences (linguistic,

Formal assessment includes all$pes of standardized testing as well as unit and teacher-made tests. lnformal assessment incorporates observation, conferencing, and various kinds of performance assessments such as reports, demonshations and performances.

. Modify Scope & Sequence

. Portfolios

Classroom teachers modifyiadjust the scope, depth, and pacing ofthe curriculum to accommodate student
needs.

. Employ Brain-Compatible Strategies

/ /
/

/ /

Students should be encouraged to use self-assessment and refl ection about their work.
Teachers should make informed

. Determine Evidence of Learning

/ /

Teachers identify at the outset what students must know and be able to do.

. Use Multiple lntelligences (Ml)

diagnostic instructional and curricular decisions about students. Authentic evidence of student work should be gathered.

Assessments/products are designed to demonshate student understanding.

. Connect & lntegrate

/ /

logical/mathematical, spatial, bodily/ kinesthetic, musical, interpersonal & intrapersonal, naturalistic & existential).

. Projects

Teachers link the new concepts to what preceded, and place them in the context of the larger body of content knowledge. Teachers look for opportunities to

/ /

Employ Ml in lesson design and implementation to increase engagement.

Teach students to independently practice metacognitive strategies of connecting their leaming, interacting with text, asking questions, categorizing, comparing and contrasting, and summarizing.

/ / /

. Teach Metacognitive Strategies

Medial and summative projects enable students to demonstrate what they know and are able to do, Projects n be in a variety of forms, depending on the content area. Other examples of projects that can demonstrate student understanding of content include:

connect skills/concepts to other content areas in order to maximize relevancy

and connections for students.

. Plan Scope & Sequence

/ /

Teachers map the cuniculum in terms of instructional focus for the year. Teachers meet collaboratively to review cuniculum maps for alignment with state learning standards, as well as for content gaps and redundancies.

,/

Have students continually practice

effective content area reading strategies such as previewing the text, attending to paragraph headings, visual print, and end ofchapterquestions before reading.

. .
.

puzzles

poems

. short stories

. illushations/cartoons
. diagrams

collages

. scrapbooks . demonstrations . presentations . research reports

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