First Week

WEEK 1: Differentiated Instruction to reach all students

«Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they
accomplish this impossible task»

Haim Ginott

LEARNING OUTCOMES

by the end of the week you will be able to:

define differentiated instruction
explain the general principles of differentiation and why they are important
describe the elements teacher can different through: content, process, product, affect, and learning environment
explain the general strategies that support differentiation
identify principles of flexible classroom management

PART 1: OVERVIEW OF DIFFERENTIATED INSTRUCTION

READING

PART 2: FLEXIBLE CLASSROOM MANAGEMENT

READING

INTERVIEW

Interview with our guest – Yuliia Kravchenko

About Yuliia Kravchenko

Yuliia Kravchenko is currently a Fulbright Visiting Scholar in the Department of Arts and Humanities, Teachers College, Columbia University. She is also the Head of the Critical Thinking Development Lab in the National Center «Junior Academy of Sciences of Ukraine» (JASU) and a Trainer of the «Philosophy for Children» (P4c) Program developed by Matthew Lipman. Since 2016 she has been working at the National Center JASU where she organizes camps for teenagers (at the national and international levels) on the following topics: «Philosophy», «Ukrainian Culture», «Religion and Diplomacy» and «Cultural Diplomacy». In addition, Ms. Kravchenko is the founder of «The 1960s and the Dissident Movement: A Festival for Young People», an annual event that brings together students and teachers.

TEST OF THE FIRST WEEK

Week 1. Test "Differentiated Instruction to reach all students"

1 / 10

1. One way teachers can provide differentiated instruction is to

a) divide students into ability-level groups and provide instruction that allows high-achieving students to increase test scores by showing what they already know and focus on low-achieving students to equalize achievement scores.

b) use temporary or flexible groups so that students encounter manageable difficulties and they learn that they can succeed on their own.

c) vary instruction so students can take in information in different ways, use different approaches for understanding, and demonstrate what has been learning according to ability.

d) differentiate the curriculum so that all students get the opportunity to work at grade level across the content areas.

2 / 10

2. Shared decision making, mutual celebration of success, and fostering individual students’ identification helps to create

a) a way to teach up.

b) a sense of community.

c) a high quality curriculum.

d) accountability in the reality of diversity.

3 / 10

3. Which of the following is the best definition of differentiated instruction?

a) A broad framework to attend to student variability by varying and adapting instruction to increase student achievement.

b) An example of best practice that matches the teacher’s conception of needs and compromises.

c) Strategies to ease the tension between the forces of accountability and the reality of diversity.

d) An approach that develops familiarity with assessment formats so that every child can demonstrate what he/she knows.

4 / 10

4. When all students take ownership of materials, internalize the concepts, and have multiple opportunities to apply their knowledge, the teacher has differentiated by

a) student affect.

b) static grouping

c) process

d) independent practice

5 / 10

5. Differentiating by readiness means

a) matching the task to the level of student skill, thus maintaining the status quo.

b) equating readiness to ability level which is a fixed trait.

c) aligning the task at hand with students’ skills and understanding in a manner that extends learning.

d) identifying Common Core standards that correspond with the student’s reading level.

6 / 10

6. The ultimate goal of Flexible Learning is to give students increasing control of which variables?

a) path, place, pace

b) level, skill, pace

c) time, grouping, space

7 / 10

7. Grouping is based on student needs, interests, and/or specific learning targets and enables timely, differentiated support; occurs at both the individual teacher level (within a given classroom) as well as across a professional learning community (across a group of teachers who share responsibility for cohort of students)

a) Flexible grouping

b) Flexible Spaces

c) Pathfinder

8 / 10

8. ___ specific locations (usually within or across classrooms) that support a wide range of learning activities and modes of learning as well as the grouping of students in different configurations like the whole class, small groups, and partnerships

a) Flexible learning spaces

b) Individual Spacial changes

c) Flexible learning environment

d) Flexible grouping

9 / 10

9. ___ such as color, flexibility, connection, light, and sound may be small; the combined impacts on learning are substantial.

a) Flexible learning spaces

b) Flexible learning environment

c) Individual spaces changes

d) Mountaintops

10 / 10

10. ___ responds to the needs of students and their learning goals; goes beyond physical space and furniture choices to include how time is used, how staff are used, and how students are grouped during learning activities

a) Flexible spaces

b) Flexible time

c) Flexible Learning Environment

d) Pathfinders

Your score is

The average score is 41%

SUMMARY

“Start small” is often good advice when considering changes in practice. Name one new idea from this overview of DI that you could implement in a classroom setting immediately.

REFERENCES

Used literature
Part 1
Puckett S.K. (2013). Differentiating Instruction: A Practical Guide. San Diego, CA: Bridgepoint Education, Inc.
Tomlinson, C.A. (2010). Differentiation Model. Differentiation Central. Retrieved from www.differentiationcentral.com
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.

Part 2
Flexible Classrooms: Providing the Learning Environments That Kids Need. Edutopia. 4 Aug. 2015. Web.
https://www.edutopia.org/practice/flexible-classrooms-providing-learning-environment-kids-need
Cassie Tabrizi. 6 Ways Easy to Group your Students.
https://create-abilities.com/6-ways-to-group-students/
Med Kharbach. Random Group Generators for Teachers.
https://www.educatorstechnology.com/2021/02/random-group-generator-tool-for-teachers.html
Flexible Classroom Design: How to Create a Student-Centered Learning Environment. Planbook blog.
https://blog.planbook.com/flexible-classroom-design/

First Week

WEEK 1: Differentiated Instruction to reach all students

«Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they
accomplish this impossible task»

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First Week

WEEK 1: Differentiated Instruction to reach all students

«Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task»

Leave a Reply Cancel reply

Contact us

Our course

Social

«Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they
accomplish this impossible task»