Planning: Dimension 2.4

Dimension 2.4 Differentiation:

The teacher differentiates instruction, aligning methods and techniques to diverse student needs.


Clarifying Statement:

This dimension addresses how instruction is tailored, or differentiated, to meet the individual learning needs of all students. Teachers can differentiate the content that is taught by segmenting the learning objectives; how students are expected to process information through varied instructional strategies; the types of products or outcomes students are to produce; or the learning environment through grouping strategies, student work areas, tapping students' learning styles or other participation approaches.


Standards Basis:

Standards Basis: 1C, 1F, 2A, 2B, 2C, 5A, 5C, 5D

Possible Sources of Evidence:

  • Conferences and Conversations with the Teacher
  • Formal Observations/ Walkthroughs
  • Classroom Artifacts
  • Student Growth Processes
  • Analysis of Student Data

  • T-TESS Alignment to Practice

  • Key Questions

Distinguished

The Teacher
  • Adapts lessons with a wide variety of instructional strategies to address individual needs of all students.
  • Consistently monitors the quality of student participation and performance.
  • Always provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.
  • Consistently prevents student confusion or disengagement by addressing learning and/or social/ emotional needs of all students.

Accomplished

The Teacher
  • Adapts lessons to address individual needs of all students.
  • Regularly monitors the quality of student participation and performance.
  • Regularly provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.
  • Proactively minimizes student confusion or disengagement by addressing learning and/or social/ emotional needs of all students.

Developing

The Teacher
  • Leads lessons with some opportunity for dialogue, clarification or elaboration.
  • Recognizes student misunderstandings but has a limited ability to respond.
  • Uses verbal and written communication that is generally clear with minor errors of grammar.
  • Asks remember and understand level questions that focus on the objective of the lesson but do little to amplify discussion.

Improvement Needed

The Teacher
  • Directs lessons with little opportunity for dialogue, clarification or elaboration.
  • Is sometimes unaware of or unresponsive to student misunderstandings.
  • Uses verbal communication that is characterized by inaccurate grammar; written communication that has inaccurate spelling, grammar, punctuation or structure.
  • Rarely asks questions, or asks questions that do not amplify discussion or align to the objective of the lesson.
Student-Centered Actions
Teacher-Center Actions