In the schools many of us grew up in, things were predictable: vocab quizzes were on Fridays, and you knew who in class was smart. Gratefully, educational theory and methodology that guides good teaching has broadened, and Differentiated Instruction (DI) epitomizes that shift.<\/p>\n
By considering affect, learning styles, students\u2019 interests and levels of readiness to digest a concept, DI uses different entry points to engage learners.\u00a0 With frequent assessment and varied methodology, students are funneled into their \u201clearning zone\u201d.<\/span><\/p>\n Effective differentiated teaching is intuitive (yes! All my students should be challenged in just the right ways) and simultaneously overwhelming (how am I going to possibly accomplish this?)<\/span><\/p>\n With my support, teachers learn\u00a0methodology to reach different student learning styles, design curricula imbued with choice and formative assessment\u2014building in support and extensions for students who need them\u2014and expand the possibilities for final assessment. DI helps kids make deep connections to content because it\u2019s presented in ways that make sense.<\/span><\/p>\n Read about my training<\/a> and philosophy<\/a>.\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" In the schools many of us grew up in, things were predictable: vocab quizzes were on Fridays, and you knew who in class was smart. Gratefully, educational theory and methodology that guides good teaching has broadened, and Differentiated Instruction (DI) … Continue reading