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Attitude Verbs - teachers can use this resource when forming attitude statements. 

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Attitude Verbs - teachers can use this resource when forming attitude statements. 

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6 Types of Meaningful Activities  - D. Lilliard

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6 Types of Meaningful Activities  - D. Lilliard

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Diana Laurillard introduces the six learning types

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Differentiated Instruction: Why, How, and Examples

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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Secondary Schools Subject Specific  Frameworks  Learning Outcomes

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Big Ideas in Physical Education Kinder to Form 2

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Big Ideas in Physical Education Kinder to Form 2

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Big Ideas in Social Studies - Kinder to Form 2

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Big Ideas in Social Studies - Kinder to Form 2

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Getting Started with Student Inquiry in Science

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Getting Started with Student Inquiry in Science

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Getting Started with Student Inquiry in Science

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Getting Started with Student Inquiry in Science

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Getting Started with Student Inquiry in Science

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Examples of Formative and Summative Assessments

Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013):

Informal / formal

Immediate / delayed feedback

Embedded in lesson plan / stand-alone

Spontaneous / planned

Individual / group

Verbal / nonverbal

Oral / written

Graded / ungraded

Open-ended response / closed/constrained response

Teacher initiated/controlled / student initiated/controlled

Teacher and student(s) / peers

Process-oriented / product-oriented

Brief / extended

Scaffolded (teacher supported) / independently performed

Recommendations

Formative Assessment Ideally, formative assessment strategies improve teaching and learning simultaneously. Instructors can help students grow as learners by actively encouraging them to self-assess their own skills and knowledge retention, and by giving clear instructions and feedback. Seven principles (adapted from Nicol and Macfarlane-Dick, 2007 with additions) can guide instructor strategies:

Keep clear criteria for what defines good performance - Instructors can explain criteria for A-F graded papers, and encourage student discussion and reflection about these criteria (this can be accomplished though office hours, rubrics, post-grade peer review, or exam / assignment wrappers). Instructors may also hold class-wide conversations on performance criteria at strategic moments throughout a term.

Encourage students' self-reflection - Instructors can ask students to utilize course criteria to evaluate their own or a peer's work, and to share what kinds of feedback they find most valuable. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.

Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes.

Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions, where students reflect on the course and instructors respond to student concerns. Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus.

Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development. Instructors can allow for rewrites/resubmissions to signal that an assignment is designed to promote development of learning. These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and (if appropriate) allows for unlimited resubmissions.

Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance. Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed.

Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction. Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition, as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles.

Instructors can find a variety of other formative assessment techniques through Angelo and Cross (1993), Classroom Assessment Techniques (list of techniques available here).

Summative Assessment Because summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the goals and expected outcomes of the instruction.

Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and "summarize" expected performance at the beginning of term, providing students with a trajectory and sense of completion.

Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning. Instructors can read about ways to design effective multiple choice questions.

Assess Comprehensiveness - Effective summative assessments provide an opportunity for students to consider the totality of a course's content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course's ideas and content.

Make Parameters Clear - When approaching a final assessment, instructors can ensure that parameters are well defined (length of assessment, depth of response, time and date, grading standards); knowledge assessed relates clearly to content covered in course; and students with disabilities are provided required space and support.

Consider Blind Grading - Instructors may wish to know whose work they grade, in order to provide feedback that speaks to a student's term-long trajectory. If instructors wish to provide truly unbiased summative assessment, they can also consider a variety of blind grading techniques.

Considerations for Online Assessments

Effectively implementing assessments in an online teaching environment can be particularly challenging. The Poorvu Center shares these recommendations.

References

Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19.

Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd.

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Examples of Formative and Summative Assessments Examples of Formative and Summative Assessments Formative Summative In-class discussions Instructor-created exams Clicker questions Standardized tests Low-stakes group work Final projects

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Competency-Based Learning: Developing Mastery of Skills and Content

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Thinking About Our Thinking Completed  - I Want My Teacher to Know How I Think...

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Thinking About Our Thinking Completed  - I Want My Teacher to Know How I Think...

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Students as a part of the assessment process

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Students as a part of the assessment process

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Empowering Students to Own the Assessment Process

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Encouraging Academic Conversations With Talk Moves

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Module 3: Self and Peer Assessment Overview

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Key elements in Competency-based Instruction

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Competency Education and Personalized Learning

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Using BIOMIMICRY to teach Science - using models

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Using BIOMIMICRY to teach Science - using models

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Teaching Students to Assess Their Learning

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Teaching Students to Assess Their Learning

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Teachers can help students evaluate their knowledge and learning processes by guiding them to assess their use of metacognitive skills.

Tommaso D'Incalci / Ikon Images

The tricky thing about trying to teach students how to develop their thinking is that you can't see thinking. The concept of metacognition, or a student's knowledge of their own thought process, can be a bit abstract and so hard to evaluate. How does the teacher know if students are actively thinking about their own learning?

I have found it helpful to have tools that make thinking visible and measurable. Students and teachers can collect data to track and assess their use of metacognition in the classroom.

When to Teach Metacognitive Skills

Not know when they need help,

Continue to use a strategy even if it is not working,

Apply the same amount of effort to easy and difficult tasks,

Use shallow recall strategies when the task requires deeper critical thinking and creativity,

Have trouble transferring learned strategies from one context to another,

Fail to use prior knowledge or make connections to previously learned material, and/or

Demonstrate overconfidence in strategies that are not working or in their own preparation.

Students who could benefit from building their metacognitive skills may:

Most students display some of these traits when presented with challenging work. Using formative and self assessment to measure the use of metacognitive skills and cognitive strategies can help the student and the teacher to develop an awareness of what they may need to work on. Here are some ways to assess students' developing metacognitive skills. Metacognition can be broken into three parts: knowledge, experience, and process.

Assessing Metacognitive Knowledge and Experience

Metacognitive knowledge includes information about various learning activities, a student's awareness of how they learn best, and information about strategies that have worked well for them on particular learning tasks.

Metacognitive experience describes the way a student interprets, interacts with, or processes a certain learning experience, including the feelings they have while completing a task.

Here are three ideas for assessing metacognitive knowledge and experience that I discuss in my book, The Independent Learner. These tasks allow students to develop an awareness of how they learn, make learning visible, and begin to see how their efforts affect the results they achieve.

Student portfolios: Students include work in their portfolio from the beginning, middle, and end of a unit to show their learning progression for a specific skill over time. They can use these work samples to compare what they thought at the beginning of the unit with how they think now. Having students examine their work samples allows them to see growth and changes in their skill levels. Students can reflect on the progress they have made and what they might need to work on next by tracking changes in their thinking over time with their portfolio.

Student-led conferences: Work samples from student portfolios can be used for personal reflection or presented to a parent or guardian at a student-led conference. In these conferences, unlike traditional conferences, students do the talking. Instead of only showcasing their finished product, they walk parents through their growth during the unit.

How do I learn best?

Are there strategies or specific activities that have helped me in the past?

What do I not find helpful?

What should my teacher know in order to partner with me in my learning?

Are there situations where my learning strength presents learning challenges? For example, I may excel at talking with others, negotiation, and interpersonal communication, but when I am required to sit still and be quiet for 90 minutes, I get antsy and get in trouble for talking.

Reflecting on how they learn: Students benefit from trying multiple ways to learn and practice a specific skill so that they can discover what works best for them in different contexts. Students can think about a time when they enjoyed learning something new and use a graphic organizer to consider the following questions:

Assessing Metacognitive Processes, Skills, and Strategy Use

Metacognitive processes are employed when students use skills such as planning, monitoring, and evaluating along with cognitive strategies to engage in self-regulated learning. When students self-assess their metacognitive skills, they can determine which skills they need to focus on developing, reflect on whether specific strategies worked for them or the task they were attempting, think about other contexts where the strategies could be useful, and decide how they would modify these strategies for future use.

Metacognitive skills inventory: Psychologists have created ways for students to self-assess their use of metacognition. I have adapted a version of two well-known scales to create a metacognitive skills inventory. This inventory, adaptable for kindergarten through 12th grade, can be used like a diagnostic assessment at the beginning of the year, to set relevant personalized goals. Students can also retake the inventory to monitor progress.

Strategies notebook: Students can use a binder or composition notebook to keep track of strategies they have tried and their reflections on the effectiveness of these strategies for specific tasks.

Assignment wrappers: Students can use an assignment wrapper to assess the effectiveness of particular strategies and methods they used to prepare for an exam or graded assignment. They can examine why they may have missed a question, what skills they still need to work on, and what to do differently next time.

Students' academic performance is linked to their ability to engage in thinking strategies, especially the metacognitive processes that make self-regulated learning possible. As students learn more about their thinking, they also increase their ability to manage their own thoughts. Students who develop their metacognitive skills may begin to think about learning differently. Instead of viewing learning as teacher-dependent, they may start to understand that learning is something they have the tools to do on their own. Being able to see the connection between their choices and the outcomes they experience in school helps students to develop agency and become leaders in their own learning process.

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Teaching Students to Assess Their Learning

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Teachers can help students evaluate their knowledge and learning processes by guiding them to assess their use of metacognitive skills.

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15 Lessons to Launch Reading/Writing in Language Arts

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15 Lessons to Launch Reading/Writing in Language Arts

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Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator

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Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction-a method you may have heard about but haven't explored, which is why you're here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students' individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

Design lessons based on students' learning styles.

Group students by shared interest, topic, or ability for assignments.

Assess students' learning using formative assessment.

Manage the classroom to create a safe and supportive environment.

Continually assess and adjust lesson content to meet students' needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student's abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction-and that's because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

1. Content

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom's Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Match vocabulary words to definitions.

Read a passage of text and answer related questions.

Think of a situation that happened to a character in the story and a different outcome.

Differentiate fact from opinion in the story.

Identify an author's position and provide evidence to support this viewpoint.

Create a PowerPoint presentation summarizing the lesson.

2. Process

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

Provide textbooks for visual and word learners.

Allow auditory learners to listen to audio books.

Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

Read and write learners write a book report.

Visual learners create a graphic organizer of the story.

Auditory learners give an oral report.

Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

Break some students into reading groups to discuss the assignment.

Allow students to read individually if preferred.

Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

Pros

Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.

When students are given more options on how they can learn material, they take on more responsibility for their own learning.

Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.

Cons

Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.

The learning curve can be steep and some schools lack professional development resources.

Critics argue there isn't enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student's level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic. Finally, learning contracts are made between a student and teacher, laying out the teacher's expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.

Teach mini lessons to individuals or groups of students who didn't grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.

Use manipulatives, especially with students that have more difficulty grasping a concept.

Have students that have already mastered the subject matter create notes for students that are still learning.

For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

Emma McCrea (2019) suggests setting up "Help Stations," where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.

Set up a "question and answer" session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.

Create a visual word wall. Use pictures and corresponding labels to help students remember terms.

Set up interest centers. When learning about dinosaurs you might have an "excavation" center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.

Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.

Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.

Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.

Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report.

Reading groups can pick a book based on interest or be assigned based on reading level

Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.

Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.

Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.

Keep track of and assess student's writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.

Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.

For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!

Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.

Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.

The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments "Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths". You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.

Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition

Leading and Managing a Differentiated Classroom - Carol Ann Tomlinson and Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning - Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez

Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids - Carol Ann Tomlinson and Jay McTighe

Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 5-9: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 9-12: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Cindy A. Strickland

Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching - Carol Ann Tomlinson

Leadership for Differentiating Schools and Classrooms - Carol Ann Tomlinson and Susan Demirsky Allan

How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon

How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition - Carol Ann Tomlinson

How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom Paperback - Carol Ann Tomlinson, Tonya R. Moon

Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition - Carol Ann Tomlinson, Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez

Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom - David A. Sousa, Carol Ann Tomlinson

Leading for Differentiation: Growing Teachers Who Grow Kids - Carol Ann Tomlinson, Michael Murphy

An Educator's Guide to Differentiating Instruction. 10th Edition - Carol Ann Tomlinson, James M. Cooper

A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? - Carol Ann Tomlinson, Marcia B. Imbeau

Managing a Differentiated Classroom: A Practical Guide - Carol Tomlinson, Marcia Imbeau

Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition - Carol Ann Tomlinson

Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition - Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson

The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition - Carol Ann Tomlinson

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Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator

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Differentiated instruction benefits a wide range of students, from those with learning disabilities to those who are considered high ability. Read about classroom tips and strategies for implementation.

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Belice National Development Framework 2010 2030_0

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Assessment Criteria Rubric Sample for Math Concepts

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Assessment Criteria Rubric Sample for Math Concepts

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Math Readiness Test - Multiplication/Division Middle Division

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Math Readiness Test - Multiplication/Division Middle Division

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Middle Division Math Diagnostic Assessment Sample 

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Middle Division Math Diagnostic Assessment Sample 

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Whole Class Oral Version - Lower Division - Tasks

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Whole Class Oral Version - Lower Division - Tasks

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What Students Need to Know About Spatial Concepts and Geometry

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What Students Need to Know About Spatial Concepts and Geometry

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What Students Need to Know about Measurement 

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What Students Need to Know about Measurement 

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What Students Need to Know About Numbers

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What Students Need to Know About Numbers

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Resources Tool