I stumbled across this post from 2012 as I was thinking about my school’s discussion regarding differentiated instruction. I am reminded that without approaching differentiated assessment in the conversation about differentiated instruction, we will miss profound opportunities to affect learning.
[In order to align myself fully with the vision of the school, I will need to improve my ability to differentiate instruction. As part of my self-reflection on this topic, not only am I thinking about areas where my teaching practice may be deficient (or more generously, ready for rethinking), but I am also thinking about areas where I may have done things as a teacher that already represent differentiated instruction well. Responding to the individual needs of students is nothing new to sound teaching practice, but the bar is moving up pertaining the level of attentiveness teachers need to pay to pedagogies incorporating differentiation. I find this exciting.
Successful writing teachers must differentiate based on the needs of individual writers. As this may be an easier concept to understand in teaching writing than it is in other areas of the curriculum, it may provide a good launching pad to…
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