CVU Standard Based Learning description of Differentiate.
Educators examine the strengths and needs of each student and determine strategies to help all students meet or exceed the articulated standards. Think of this as the actual map to the destination. Not all students are starting from the same location, so the routes they take may differ. It is the teacher’s job to know the map (and students) well enough to anticipate roadblocks, determine alternate routes, or to suggest scenic opportunities. In most cases, the students have the same destinations, but how and when they get there may vary.
My structure around differentiated instruction has greatly changed with the support of articulated learning targets. Through classroom tasks and formative assessments, I am much better to differentiate for my students. I have always believed that differentiation is essential since one size doesn't fit all, but now I have tools that I use to make differentiated instruction intentional. I haven't fully figured out how embraced the idea that fair isn't always equal, but I agree with the ideals. Articulating the end goal or learning targets has provided me with better support and increased the important to differentiate whether through intentional grouping, tasks, sequencing, or other expectations around different understandings from the unit. The more I see the different "road maps" getting the students to the same end result, the more I feel I am doing what is best for students'.
Educators examine the strengths and needs of each student and determine strategies to help all students meet or exceed the articulated standards. Think of this as the actual map to the destination. Not all students are starting from the same location, so the routes they take may differ. It is the teacher’s job to know the map (and students) well enough to anticipate roadblocks, determine alternate routes, or to suggest scenic opportunities. In most cases, the students have the same destinations, but how and when they get there may vary.
My structure around differentiated instruction has greatly changed with the support of articulated learning targets. Through classroom tasks and formative assessments, I am much better to differentiate for my students. I have always believed that differentiation is essential since one size doesn't fit all, but now I have tools that I use to make differentiated instruction intentional. I haven't fully figured out how embraced the idea that fair isn't always equal, but I agree with the ideals. Articulating the end goal or learning targets has provided me with better support and increased the important to differentiate whether through intentional grouping, tasks, sequencing, or other expectations around different understandings from the unit. The more I see the different "road maps" getting the students to the same end result, the more I feel I am doing what is best for students'.