At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction. Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: content, process, products, and learning environment.
As a faculty (7-12), we will be working with an OCM BOCES network trainer focused on Differentiated Instruction practices. Our main topics will encompass…
Our goal is to raise proficiency and mastery levels by at least 10% for all students on State and Regents assessments through Differentiated Instruction practices. We will measure student progress via skills based reports, unit test assessments, local and state assessments.
- Creating a healthy classroom community in which students' unique qualities and needs are as important as the ones they have in common.
- Translating curriculum into manageable and meaningful learning goals that are fit to be differentiated.
- Using pre-assessment and formative assessment to uncover students' learning needs and tailor tasks accordingly.
- Presenting students with avenues to take in, process, and produce knowledge that appeal to their varied interests and learning profiles.
- Navigating roadblocks to implementing differentiation in all classrooms.