Why Differentiate?
Students come to our classrooms with a wide variety of abilities, interests, and learning styles. Differentiation allows teachers to tailor instruction for individual differences to maximize learning. Teachers who actively plan for differences in readiness, interest, and learning profiles improve student engagement and achievement.
Possible Connections to APPR Rubrics
| NYSUT |
Pearson |
|
Element I.1, I.2, I.3, I.5
Element II-ALL
Element V.1, V.2, V.4
Element VI.1, VI.2
Element VI.1
|
Domain I, PI 3, 6
Domain II, PI 13, 14
Domain III, PI 15**, 16, 18
Domain VI- ALL
Domain V, PI 39, 41
Domain VI, PI 46, 48, 52, 53
Domain VII, PI 56, 62
Domain VIII, PI 71, 72
Domain IX, PI 83
Domain X- ALL
|
Resources to Download
Math Tools: Differentiation & Engagement
This document provides strategies to differentiate based on four basic Mathematical Learning Styles (Mastery, Understanding, Self-Expressive, Interpersonal)
Revised Bloom's Taxonomy
This PDF includes a description of the updated Bloom's taxonomy levels, vocabulary associated with each level, possible activities and products categorized by level, and questions stems to be posed to assess student interaction at each level.
The Equalizer: A Tool for Planning Differentiated Lessons
Carol A. Tomlinson published this tool as a way to guide planning for differentiated instruction. "The Equalizer" represents visually the continuum of categories for consideration when adjusting for learner differences.
Simple Strategies for Differentiating by Readiness
This PDF provides guidance for differentiating for struggling and advanced students in the areas of level, structure, complexity, and pace.