Written by Joanne Harriman
Sunday, 06 March 2011 16:06
In 2009, we developed a cycle to show our school community how the work of differentiated instruction fits into our daily work of teaching and learning in a standards-based system. Differentiated instruction mean being responsive to where students are in their readiness to meet a learning standard. Once the standard is clearly articulated, teachers work to identify where students are in relation to the concepts and skills embedded in the standard. With this in mind teachers tailor experiences that get individual students to mastery of these standards. Along the way teachers teach, check and adjust their lessons, trying new strategies or methods as needed to get students to mastery of the standards. These standards then become part of the language we use to talk with students and their parents about their progress in school.
