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Effective Practices
- PL Toolkit
- PL-1 Develops Student Learning Goals
- PL-2 Data-driven instruction
- PL-3 Design Effective Lesson Plans, Units & Assessments
- I-1 Objective Driven Lessons
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I-2 Check for Understanding
- Assess Mastery
- Begin with the End
- Checkpoints
- Chunking Text
- Closure
- Cold Call
- Exit Ticket
- Graphic Organizer
- Guided Practice
- Non-Verbal Signals
- Open-Ended Responses
- Post It
- Randomizing Responses
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student Conferences
- Student-Generated Questions
- Teach Back
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I-3 Differentiation
- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
- I-4 Higher Level Thinking
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I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Routine
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conference
- Teach Back
- Tight Transitions
- Work the Clock
- Workstations
- I-6 Communicating Content/Concepts
- I-7 High Academic Expectations
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I-8 Student Engagement
- Academic Posture
- Call and Response
- Closure
- Cold Call
- Do Now
- Engage and Connect
- Graphic Organizer
- HOT Question
- Independent Practice
- J-Factor
- Job Assignments
- Leveled Text
- Non-Verbal Signals
- Open-Ended Responses
- Product Menus
- Randomizing Responses
- Real-World Connections
- Reinforcers
- Structured Peer Conversation
- Student-Generated Questions
- Workstations
- Work Hard, Get Smart
- I-9 Classroom Management
- I-10 Classroom Climate
- Literacy Routines
- Academics
- Swivl Pilot Program
- Professional Development
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I-3 Differentiation
Differentiates instruction for student needs by employing a variety of instructional strategies.
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Teacher
Ms. Susan LaforetContent
ESL ScienceGrade
5thObjective
How do weathering, erosion and deposition damage earth's surface? -
Teacher
Ms. Raquel Sosa-GonzalezContent
ESL ReadingGrade
6th-8thObjective
Use context to determine or clarify the meaning of unfamiliar or multiple meaning words.
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- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversations
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
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I-3 Differentiates instruction for student needs by employing a variety of instructional strategies.
The following best describes a teacher performing at Level 3 in this criterion:
- Students engage with lesson content in multiple ways that are appropriate to lesson objectives and responsive to their needs.
- Teacher adapts the depth, pace, and delivery mode of what is taught in a lesson to allow students to access the lesson at multiple levels of challenge.
- Teacher provides extra support, enrichment, or variation of work in order to meet the needs of each student, when necessary.
- Teacher strategically utilizes flexible instructional groups and varied instructional arrangements that are appropriate to the students and to the instructional purposes of the lesson.
- Students engage in learning experiences or performance tasks that allow for interest- or skill-based choice in processes or products.
Link to the complete Instructional Practice Rubric -
Use the following reflection questions to guide thinking prior, during, or after watching the video exemplar. They can be used individually or to facilitate conversation during PLCs, department meetings or as an entire faculty.
- What are some choices the teacher provided to the students?
- How does the teacher adapt the depth, pace, and delivery of instruction?
- How did the teacher engage students with the lesson content in multiple ways?
- Why is it important to know your students in order to be able to differentiate?
- As a result of watching the video, what are some key ideas that can be immediately implemented in the classroom?