# data[].attributes.body
Not all students complete the same work, but they all learn the same concepts.

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Set personal goals with student and build independence.

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Strive for shared understanding with parents.

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Pre-assessment data, use for learning goals for groups and individuals.

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Tracking students against curricular outcomes and their individual goals.

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Use landmarks, but allow students to get to them as they need. Multiple modes of presentation, graphic organizers available, etc. Learning contracts, tiered assignments.

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1. Presenting
2. Engage in material
3. Enable readiness, interest, and learning profile needs.
4. Reflecting on what works best.

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Not two or more, but thirty tools or more!
TTCs come in handy.

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Lectures, discussions, graphic organizers, etc.

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communicate personal growth and relative standing in regard to specified learning outcomes

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teach to whole class, small groups, and individuals regularly

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Rearrange furniture, vary student groupings

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basic and supplemental materials that reflect everyone.  (see #3)

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Various paces of learning.

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time, tasks, materials, student groupings, teacher-guided instruction, space, grading, etc.

# data[].attributes.headline
What might the attitudes and skills of successful planning for differentiation look like in practice?

# data[].attributes.subject
What might the attitudes and skills of successful planning for differentiation look like in practice?

# data[].attributes.headline
What are indicators of effective differentiation in the classroom? 

# data[].attributes.subject
What are indicators of effective differentiation in the classroom? 

# data[].attributes.headline
What are the attitudes and skills of responsive teachers?

# data[].attributes.subject
What are the attitudes and skills of responsive teachers?

# data[].attributes.body
Classroom goals + individual goals with increasingly independent formation.

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Opportunities for students to talk with them about all of this

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about their growth, factors that facilitate growth, and what they need to do for continual growth.

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1. Identify
2. facilitate remediation or compensation

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1. Identify
2. Show benefit in expanding these

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Help accept, understand, and benefit from them.

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Students: able to say if work is too hard or too easy for them.

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Increase awareness of personal learning goals and needs. Helping them become more self-reliant.

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Like ours!

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Establish classroom code of conduct and rules for effective operation as a class.

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Study operational routines and change as needed.

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High expectations for smooth operations can engender growth.

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Clear idea of what the classroom looks like when it runs smoothly.

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"Frontal control" does not work.
Students learn to manage themselves.

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page for each student, alphabetical order.

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1. Students' dreams, aspirations, interests
2. learning profile variance of the group.
3. individual's learning profiles (strengths/weaknesses)
4. How students work together and individually
5. from parents, guardians, and community members about the students.

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individually with individual learners.

# data[].attributes.headline
What might the attitudes and skills of successful planning for differentiation look like in practice?

# data[].attributes.subject
What might the attitudes and skills of successful planning for differentiation look like in practice?

# data[].attributes.headline
What are the attitudes and skills of responsive teachers?

# data[].attributes.subject
What are the attitudes and skills of responsive teachers?

# data[].attributes.headline
What are indicators of effective differentiation in the classroom? 

# data[].attributes.subject
What are indicators of effective differentiation in the classroom? 

# data[].attributes.body
new information adds to the picture and helps teachers help students

# data[].attributes.body
Invite them to class presentations, allow them (and other people) to present in class as appropriate

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Hear out students' ideas on respect and help them reflect on their quality of work.

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All cultures, languages, and perspectives reperesented

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All students participate regularly and contribute meaningfully

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multiple perspectives on issues, decisions, and ways of accomplishing work

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seek out, affirm, and draw on unique abilities of each learner

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communicate with respect

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commonalities and differences

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Respect, support, compliment, celebrate, appreciate

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Some students finish before others and go back to patch holes in understanding. Some work on long-term projects while others focus on daily work.

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- articulate what matters
- model quality works
- model attaining goals

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consistency, shows commitment by teacher and student.

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compare growth to the outcomes.

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helps teach effectively

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Teacher has not taught well enough if the students do not grow in knowledge, skill, or understanding. 

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Teacher has not taught well enough if the students do not grow in knowledge, skill, or understanding. 

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1. Are they transferring skills?
2. Determines who may need extra help.
3. Can help connect students to material.

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6. Multiple entry points for students to gain understanding. Work with essential ideas at a complexity appropriate to them.

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5. Students are more easily engaged by focused curriculum.

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For every student.

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4. Teachers communicate the importance of a classroom agenda and how every student can benefit from contribution.

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3. The learning outcomes are powerful, and belong to every student.

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2. Creates a roadmap for the curriculum.

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Not helpful for struggling students to do less of what they don't know. Or to do more what of they already knew before the task.

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1. Springboard for differentiated instruction.

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2. Accept responsibility for learner success. 

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2. Accept responsibility for learner success. 

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9. Reflecting on individual progress with an eye toward curricular goals and personal growth. 

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9. Reflecting on individual progress with an eye toward curricular goals and personal growth. 

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8. Expanding a repertoire of instructional strategies

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8. Expanding a repertoire of instructional strategies

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7. Develop flexible classroom teaching routines. 

# data[].attributes.subject
7. Develop flexible classroom teaching routines. 

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6. Help students become effective partners in their own success.

# data[].attributes.subject
6. Help students become effective partners in their own success.

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5. Develop classroom management routines that contribute to success.

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5. Develop classroom management routines that contribute to success.

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4. Build awareness of what works for each student. 

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4. Build awareness of what works for each student. 

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1. Establish clarity about curricular essentials.

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1. Establish clarity about curricular essentials.

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1. Little experience with it.
2. Few models of it.

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not just content/curriculum.
Quality Curriculum [AND] Instruction

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Enables teaching for understanding - quality over quantity. 

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Enables teaching for understanding - quality over quantity. 

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Key concepts help us understand ourselves, our lives, and our world better. (p.38)

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Key concepts help us understand ourselves, our lives, and our world better. (p.38)

# data[].attributes.headline
What are indicators of effective differentiation in the classroom? 

# data[].attributes.subject
What are indicators of effective differentiation in the classroom? 

# data[].attributes.headline
What might the attitudes and skills of successful planning for differentiation look like in practice?

# data[].attributes.subject
What might the attitudes and skills of successful planning for differentiation look like in practice?

# data[].attributes.headline
What are the attitudes and skills of responsive teachers?

# data[].attributes.subject
What are the attitudes and skills of responsive teachers?