Differentiated Instruction and Professional Development

Differentiated Instruction in Professional Development If educators have learned anything in the last decade of school reform initiatives it is that one size does not fit all. Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they 've learned (Differentiated Instruction, 2015). However, does this all end when we become educators and then magically educators learn in the

Technology All portions of a differentiated literacy lesson can be enhanced by the use of technology. Presenting literacy materials in many forms, including technology components can create a more interactive and engaging lessons (Parette et al., 2009). Value for technology is increase when one has the opportunity to explore it individually and in ways which are tailored to the (Gritter, 2009). Embedfing technology in early childhood should not substitute face to face instruction, but rather to enhance

Differentiated Instruction and How Teacher Efficacy and Knowledge Influences its Practice The subject of implementing differentiated instruction in a classroom full of diverse individuals, whether at the primary level or secondary level is often two-sided. Some teachers may embrace the practice with opposition while others promote its use. Often, many teachers are not properly trained or are new to the profession and are not quite sure how to integrate multiple styles of learning into their lessons

The answer to this is differentiation or differentiated instruction. Although differentiation has been around for a while, it continues to stay a topic of interest because academic diversity continues to increase as stated by Carol Ann Tomilinson. Differentiation is a flexible process that includes the planning, preparation, and delivery of instruction to address the diversity of students’ learning needs within the classroom. Through differentiated instruction, teachers take into account who they teach

Critical Thinking Questions Change Leadership for Differentiated Education Environment April 8, 2012 Critical Thinking Questions The six-column framework for differentiated instruction proposes that if we are trying to comprehend and construct classrooms in which differentiated instruction can grow, there are several components that we need to search and be mindful of in our preparation and teaching. Educators must explore the framework and recognize what they are already utilizing in the

(2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted. 37 (2), p. 111-127. Classrooms are not made up of a homogeneous group of students. All students bring varying backgrounds, skills, and learning styles into the classroom. In order to sufficiently meet the needs of all students, teachers must adjust their instruction accordingly. In this article, the author discusses the relationship between differentiated instruction

upon research that supports differentiated instruction and students varying educational differences and needs, how can educators afford not to promote the positives of differentiated instruction? Cons of Differentiated Instruction While research shows that differentiated instruction is, when correctly implemented, extremely effective, there are negative aspects that can halt or stunt its effectiveness. One of the biggest problems surrounding differentiated instruction stems from teacher preservice

practices, shapes their professional development, helps solve problems that may arise within the classroom or among teachers, and liaise with the community and parents. They are also in a position to provide incentives and motivate teachers to improve the quality of instruction”. School executives are responsible monitoring informal observations, formal and summative evaluations, and data analysis. In order to measure successful implementation of the professional development plan, we (the administrators)

Introduction This paper explores the concept of planning professional development to meet the needs of special education students by examining articles from scholarly journals in the special educational world, psychology in schools, and a case study. Even though teachers are given training on the importance of following a student’s Individualized Educational Program (IEP), there seems to be a gap in training when it comes to the level of instruction that special education students actually receive in

Data-Driven Instruction with a Focus on Differentiated Instructional Strategies Rationale In order to thoroughly reach students, studies have shown that teachers who utilize given data are better equipped to meet the diverse needs of their students (Fullan & Germain, 2006). The foundation of this plan is based on the new teacher accountability program, new standards which will soon be put into place, and a continued adherence to current educational legislation. The most important aspect of this