OLD-Professional Development / I-3 Differentiation

I-3 Differentiation

Differentiates instruction for student needs by employing a variety of instructional strategies.

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 I nstructional 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?

I-3 Differentiation

Differentiates instruction for student needs by employing a variety of instructional strategies.