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This article talked about using data to individualize or differentiate instruction. The teacher mentioned in the article did a great job of having built in assessments in her classroom. She checked the students understanding in a variety of ways. She also had them self assess themselves which helps make them part of their learning experience. Self assessments help with accountability and motivation. She also used a technique called red-yellow-green cup system to prioritize students request for assistance which also helps them be a part of their learning.

The article also discussed how the teacher utilized performance based formative assessments to help her fully understand what each student needs and can create lessons from this information. She also uses informal data to see if the lessons and strategies are helping each student.

I think the part of this article that really stuck with me was all of the different ways she included her students. I think it is a great way to empower the students by letting them be active participants in their own learning. She has built in ways that she allows them to show their learning and if they are having difficulties. She also has them journal at the end of the lessons on what they feel they have learned. This kind of learning is very powerful and very beneficial to students.

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One of the takeaways from this article is the three-dimensional data collection. Ms. Martinez did pre-assessment, moderate challenges, and standard testing. I liked that in the pre-assessment, Ms. Martinez gave different modems for the students to express their understanding (oral, journal, KWL, and group discussion), all to see what the students came to the subject with.

Then the moderate challenges were based on formal assessments. However, I liked the task cards that allowed students to take ownership of their learning tasks. While simultaneously spelling out the expectations for the students and giving them a challenge.

With the standardized assessment, Ms. Martinez selects topics that she feels the students need to review to help build their skills for the evaluation.

I liked that this article gave an example of how to make students responsible for their learning, and I would like to expand on that a bit more.

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The content of this article was the most meaningful to me. It’s an abstract concept to me when thinking about designing instruction that is not data-driven. The teacher that was mentioned in the article did a great job of assessing her students using multiple modes. I like the three-dimensional data collection method that she discussed to ensure that the assessment data she was gathering was the most realistic for her students.

One of the most important types of data collection I believe is self-assessment.  I felt it was important that the article also mentions self-assessment as it is an effective way to involve students in becoming accountable for their progress and identifying where they might need help. I also resonated with the mention of standardized testing being required by the state. The teacher discussed it as materials that have to be covered and memorized by testing time. I too like her am conflicted about the concept of standardized testing practices, but I still do feel that they can be beneficial.

One of the most essential takeaways from this article was that data should always be the main focus for the only instruction as a whole, but really all aspects of education. Data should base accommodations, assessments, and IEPs as well.

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It seems like differentiation of lessons sounds a lot more intimidating that it actually is. The article made it seem like many teachers are already naturally differentiating for their students. One way many teachers are already differentiating is by offering options to accomodate different thinking patterns. This allows for students to show their learning and understanding ina fromat that meets their preferences. The sentence "teachers must find the sweet spot between structure and choice that makes student learning possible" stuck out to me. Having a solid understanding of goals and standards can help educators backwards plan and break down what students need to know and be able to do to reach the target concept.

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It was no surprise to read in this article that there is an urgent need for more authentic assessments and differentiated curriculum for culturally and linguistically diverse students. I really liked how the authors framed CLD students' experiences and cultures as a way to connect to the curriculum, not to change their experiences and culture through the curriculum. It is something to appreciate and value-something to always consider when making modification and accommodations to a curriculum. The checklist the authors provided for constructing curriculum to meet the needs of CLD students was a great visual to make sure the curriculum is meeting ALL of the needs. I teach a lot of students who are English Language Learners, and am constantly collaborating with my ESL teacher in my building on how to best make accommodation to the curriculum I teach from an ESL standpoint before I make accommodations for their disabilities. One other big takeaway is how these modifications are always changing as we take in out students' individual needs.

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In my opinion, one of the most effective ways to differentiate for students is to have small group instruction. This can be accomplished in literacy by meeting with small groups based on a common need. For example, students reading below grade level may be able to reach higher DOK skills by using a text at their level and additional scaffolding. Students performing above grade level may need enrichment opportunities to progress their learning. There may also be students who are reading above grade level, yet do not have a foundational understanding of the text. This level of targeted instruction is not possible when teaching a whole group of students.

As discussed in this article, questioning is the way to create multiple paths of learning and inherently encourages differentiation. At the elementary level, our district has begun to focus on the use of math routines in the classroom, much like the probability question posed by Mr. P in the article. Creating opportunities for math discourse that offer a low floor high ceiling can allow students with differing abilities the opportunity to meaningfully engage in the activity. One example of a number routine activity is called Which One Doesn't Belong. Students are presented with four similar math images. Using mathematical reasoning, students have to explain why one picture is different than the other three. There are multiple correct answers for each set of pictures. Some great examples can be found here: https://wodb.ca/

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I really liked that this article gave simple strategies for implementing differentiation in the classroom. One of the strategies was to create engaging problems or activities and different methods for students to access the material. The example in the text included the teacher taking a math problem based on a standard and using students in the problem and engaging them in a debate.

When the text was discussing scaffolding, one thing it stated was that often, differentiated supports are invented on the spot. I feel like this happens to me at times. I'll be pushing into the general education classroom and as the students are working on their classroom I am able to come up with a support that they could use for the task and run to my room to get it for them. I think while I do differentiate quite often in my position, this article gave me some areas I know I could improve on such as offering multiple ways for students to demonstrate their understanding. Often times I am quickly trying to collect data and try to have them solve a problem or read to me, but I would like to incorporate other methods or options for them.

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Multicultural education recognizes that more and more students with disabilities, and/or from culturally and linguistically diverse backgrounds are in the classroom and have individualized backgrounds, needs, and ways of learning. Multiculturalism calls for the whole concept of school to be rethought in a way that makes it inclusive and accessible for all students, regardless of background and needs. By using universal design for learning and planning for differentiation and various ways for students to learn and interact with curriculum from the onset, it is possible to equitably and inclusively accomodate for the various academic and cultural needs and preferences of each individual student. Ironically, planning for the whole group and the various needs and preferences from the onset actually allows for the content to be more individualized in the end.

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One takeaway I had from this article is a reminder of how data can be used in many different ways in the classroom. The teacher from the lesson used it for times like pre- and post-assessment, but also to inform her during the lesson of how students are doing and if they need help or a challenge. I also thought it was interesting how much students were able to be involved in their assessment. They used self-reflection multiple times to identify how well they understood the concept and how much help they needed from their teacher. They had learned how to self-reflect earlier in the year, so most of their reflections matched up to the data the teacher had taken.

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This article is about using data to inform and individualize future instruction based on students needs. One key takeaway for me was the use of the three dimensional data collection. As teachers, it is important that we use a variety of informal and formal data to assess student understanding. During the pre-assessment, Ms. Martez a variety of pre-assessments like questioning, written prompts, KWL, etc. I think this is important because not every learner learns the same and using a variety allows all students to be included.

Using a variety of assessments goes along with the moderate challenges because learners learn and understand in a variety of ways. Ms. Martez using the task cards was beneficial because it allows for independence with the students. They can feel responsible for their learning.

Since Ms. Martez used a variety of formal and informal assessments, she was able to use all of this data to differenate instruction for her students. Based on this data, Ms. Martez could guide students towards their own goals. I think this is important because when students feel involved in thier learning you can see more success from them. Engagement in learning helps with understanding. I really enjoyed this article!

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This article talked about four common characteristics for providing differentiated instruction that were concluded from observations of master teachers. These four common characteristics are offering personalized instruction, using flexible means to reach defined ends, mining subject-area expertise, and creating a caring classroom in which differences are seen as assets.

One of my big takeaways from this article was how it mentioned that despite many teachers thinking that differentiation has to look like a dinner buffet where students can choose whatever they want, it is actually easier to make decisions to support differentiation. One of the four characteristics that stood out to me the most was the idea of offering personalized scaffolding. While I am very familiar with scaffolding instruction to meet the needs of my students, I had never considered how personalized my scaffolding was or how that makes a difference in the differentiation I provide. Reading this part of the article made me think about how I use the information I know about my students (both how they learn and things in their personal life) to give them examples that will make their learning easier. I also really liked the idea of using flexible means to reach end goals. I feel that this is an area where I need to make more growth in. While it is very common for me to modify assessments for my students, I feel that I don’t often think about completely new ways that students can share their learning about the topic outside of the test that was already created. This is an area I want to improve on this school year to give my students more opportunities to show their learning outside of the typical methods.

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This article talked all about differiented and how it really isn't as hard as we make it out  to be. One of the best ways to make sure you are meeting all your students needs is through small group or one on one time.  We have an intervention time during our day where students are pulled out for support services and when they are not pulled out they are working indepenedently I take this time to differentate for my students whether that is enrichment or extra support on something. Another takeway I got was just how important your classroom evirnemnt it is, students should feel safe and cared for in the classroom to be willing to show that struggle and know you are going to be there to help them.

They mentioned ways to help learn from veteran teachers and our school offers a great mentor program for all new teachers that come into the district they work with a veteran teacher for two year observing and learning from. I do wish we had more opportunity to collaborate and observe each other or even just discuss ways teachers differentiate in their classrooms.

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My key takeaway from this article was that differentiation is really not as difficult as it is made out to be, and that with the help of veteran teachers who have been doing this for years, we can really learn a lot. I think differentiation is a natural part of instruction, especially in special education. We are so used to switching up reading passages to meet various reading levels, providing visuals and fill in the blank notes for students that may need them, and more that it just becomes natural.

What I liked the most about this article was how it discussed differences being seen as assets. I explain to my students regularly that every person learns and thrives with different things and that makes them all unique. This allows them to see that just because they aren’t learning or functioning in the same manner as their peer doesn’t mean they aren’t as valued and smart.

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I really enjoyed how this teacher set up assessments in her classroom. This article really discussed the importance of using assessments throughout the lessons to really  see student's understanding.

I really liked how she taught the students to reflect on their own understanding as well. I can imagine that this took a lot of pre-teaching. She really has to trust that the students will be honest about their answers as well.

The teacher in this article uses data appropriately to help plan her centers the next day as well. I think this also sets the students up for success, especially for future standardized tests. She is choosing topics that they may need more practice on to help them be successful.

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I chose this subject first because I will have an ELL student in the fall and I was hoping to gain some insight. The article stressed the importance of taking into consideration the cultural differences of the student. It also gives a few tables to help guide the teacher when making sure the lessons and activities are differentiated for learning. Learning and development that facilitates joint productive activities among students, learners’ prior knowledge and learning, educational activities within the context of students’ prior experiences and skills, complex solutions and higher-level thinking, and ongoing verbal dialogue are essential aspects of effective teaching when ELL students are involved. I think I will be gleaning a lot from this article.

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I appreciate the way this article affirmed the importance of valuing diversity. "Rather than seeing differences in ability, culture, language, or interests as hurdles, these teachers turned differences into assets. They modeled respect for diversity. In their classrooms, students acknowledged and valued the unique attributes of peers". This is a core belief of mine, and I loved reading that veteran teachers see this as something important for new teachers to know.

There was one quotation in particular that felt related to our discussion of backwards design. "After they established curricular direction and content, these teachers offered multiple ways for students
to demonstrate what they knew. Designing and facilitating multiple paths to reach defined learning goals is one of the
hallmarks of successful differentiation". You have to establish a clear plan as a teacher first in order for all students to be met where they are and challenged to raise to new achievements.