Tag Archives: Differentiated instruction

HOPE Standard Post/ EDMA 6432- Mastering a Lesson by Teaching it to Peers Before Students

P3- Practice standards-based assessment. To me, practicing standards-based assessment means researching and planning carefully to provide students informal and formal assessment that informs next steps of differentiated instruction, feedback, support, and scaffolding.  This past quarter I had the opportunity to peer-teach two lessons … Continue reading

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HOPE Standard Reflection- Meeting the Varied Instructional Needs of 1st Grade Mathematicians

P2- PRACTICE DIFFERENTIATED INSTRUCTION To me, the second HOPE principal of best practice means assessing, planning, and being child-emergent to meet the various needs of students.  Tomlinson and Allan (2000), foundational researchers, describe differentiated instruction (DI) as the act of  accommodating … Continue reading

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EDU 6132 Reflection: Attention and Motivation within a Reading Lesson

  P2 – Practice differentiated instruction.  Learners are not going to pay attention to a lesson that is boring, and it must have some relevance to their experience.  I have been trying to remember what it was like to be … Continue reading

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Informing the Emergent Practice of Differentiated Instruction through Professional Learning Communities

E1. – “Exemplify professionally informed, growth-centered practice”.  To me, program standard E1 means showing a high-level of collaboration with fellow teacher candidates, my mentor, and the school where I will perform my residency in order to find the most effective research-based … Continue reading

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