Instruction: 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 EvidencePossible Sources of Evidence:
- Conferences and Conversations with the Teacher
- Formal Observations/ Walkthroughs
- Classroom Artifacts
- Student Growth Processes
- Analysis of Student Data
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T-TESS Alignment to Practice
- Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate.
- Teachers differentiate instruction, aligning methods and techniques to diverse student needs, including acceleration, remediation, and implementation of individual education plans.
- Teachers design instruction, change strategies, and differentiate their teaching practices to improve student learning based on assessment outcomes.
- Teachers combine results from different measures to develop a holistic picture of students’ strengths and learning needs.
- Teachers plan student groupings, including pairings and individualized and small-group instruction, to facilitate student learning.
- Teachers integrate the use of oral, written, graphic, kinesthetic, and/or tactile methods to teach key concepts.
- Teachers create a physical classroom set-up that is flexible and accommodates the different learning needs of students.
- Teachers design effective assessments as a fundamental part of teaching and learning to formally and informally assess students’ progress and learning needs.
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Key Questions
- What types of data do teachers use to determine the strengths and learning needs of all students?
- How are students' individual learning plans, e.g., 504, IEP, etc., used as a means of designing instruction that is targeted and meets the needs of each student?
- How is student participation activated and monitored?
- How are instructional strategies designed to ensure that students master what is taught?
- What verbal and non-verbal cues does the teacher use to recognize when students become confused or disengaged and respond accordingly?
- How are instructional strategies varied to teach and assess student learning?
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.
Proficient
The Teacher
- Adapts lessons to address individual needs of all students.
- Regularly monitors the quality of student participation and performance.
- Provides differentiated instructional methods and content to ensure students have the opportunity to master what is being taught.
- Recognizes when students become confused or disengaged and responds to student learning or social/emotional needs.
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
