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Site Navigation Instructions: First time users can click on the questions listed below to read the elements of the question. The elements will open in a new browser window. After viewing a question element you can click the x in the new browser window and you will be at this page. You can also use the left side navigation to quickly jump to each different element. The left side navigation will open in the same browser window. You will have to click the home button to return to this page. Differentiated Instruction Study Guide for Use with the Text and other Resources Introduction: This Web site serves as a resource for teachers to assist them in differentiating instruction. Dr. Voss structured the Study Guide below to follow the sequence of chapters in the Differentiated Classroom by Carol Ann Tomlinson. He added some additional readings and resources that are available from him upon request. If you like to pursue learning in a fairly sequential manner, you can follow the sequence of the study guide. If you learn better by picking and choosing, feel free to browse the study guide and use it as you see fit. It is critical that you keep a response journal as you go, recording new information, jotting down insights when they occur, and generating strategies as they click with your approach to the classroom. In addition to pursuing this topic independently, you may want to work this with your grade level team during team meetings. There are certain components below that relate to a collaborative approach. Response Journal Template. Click on this link and use this template as a complement to the Study Guide. You may wish to create a template of your own choice or use another format for your Resource Journal. If you choose to use this template, save it to your personal folder and use it for the remainder of the study guide. The tables will expand as you type. Part A: The Theory and Framework for Differentiating Instruction
Part B: Implementing Differentiated Instruction Through Backward Planning The next set of essential questions are designed to have you create units and/or lessons using the process of backward planning as developed by Wiggens and McTighe in Understanding by Design and the various strategies suggested in the Differentiated Classroom, Chapters 5-8. It is important for you to read these four chapters before proceeding on with the questions below. You should also examine the handouts in the Resource Packet, entitled, "Backward Planning: Concept and Design" and "Graphic Organizers" taken from the Differentiated Classroom. These will be helpful to you designing units of instruction and/or lesson plans. Consider the use of performance tasks differentiated for the students to measure competency with the unit standards and objectives. You may also use tests and quizzes, but it may be more difficult to differentiate these than the performances. Please use the ER9 Unit Development Template if it assists you in developing a unit of instruction with differentiated opportunities for students. Developing Units and Lessons that Differentiate Instruction through Backward Planning Essential Questions for Units/Lessons: Click on this link to see the essential questions and the unit/lesson development templates.
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