The Terrain of Differentiated Instruction in Expeditionary Learning Schools
Some students additional
needs are met through:
Lower student-to-teacher ratio Supplemental intervention or enrichment Small group instruction in separate settings Assistive technology Adaptations of timelines Adaptations of materials
Multidisciplinary team supports teachers and students at all levels
Very Few Students May Need: Alternate setting Alternate learning targets
The foundation for differentiation is built upon engaging, relevant, student-friendly learning targets that clearly define expectations for learning for both the teacher and all of the students.
Students are active partners in understanding learning targets and identifying supports and paths different individuals may need to succeed.
Classroom and school culture supports proactive acknowledgement of student diversity; collaboration ensures that all students get what they need in order to be accepted, safe, and successful.
Most students needs are met in the heterogeneous classroom through a focus on the same essential learning targets:
Teachers use assessment strategies, including clarifying learning targets, pre-assessment, models, targeted feedback, tracking progress, and multiple opportunities for success to determine student needs.
When appropriate, students additional readiness needs are addressed through tiered or compacted activities that help all students meet the same essential learning targets.
When appropriate, students interest needs are addressed through high quality and respectful choices.
When appropriate, students learning style needs are met through variety, different presentation modes, and choices of activities specifically designed to address learning differences.
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms