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Data drives instruction because it helps me as a teacher determine many things. Some examples are what my students know going into a unit, how they're doing throughout the unit, and  what they learned after we finished the unit.

I think that the best form of differentiation for my students includes using the Blooms to create different activities for each standard.

I use technology to differentiate how my students show what they've learned. We use a variety of tools including SeeSaw, Padlet, Telestory, Tellagami, ChatterKid, and Touchcast.

Data from during the unit helps me plan my small groups. I see which students need improvements where and base my small groups around this.

The entire second grade team has been very supportive to me when trying to plan for the different needs of my students. We work together and brainstorm ideas of ways to best address their strengths are areas of growth.

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Since I teach three grade levels, I differentiate frequently, especially during whole group. I have leveled assignments within my centers that address my students' similar goals and objectives.  After the students have completed their center, they are given a choice of their next assignment before their break.

I use Seesaw for students who struggle with writing. My students present their stories/ writing pieces on Seesaw. Other students excel in writing a story on paper and typing their final drafts.

I use DRA levels to appropriately group students in their guided reading groups. I also use data from formative and summative assessments to determine groups and what was mastered/ what needs to be re-taught.

I have worked with Ms. Campbell to develop differentiation strategies for students.  Working with her has helped me create various ways to challenge the gifted students and remediate my special needs students.

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To determine which strategies work best for my students, I have ask which ones they prefer and given them multiple outlets to choose from whether through technology, drawing, or acting. Most of them either gravitate towards technology or drawing.  I am using technology in several different ways to help differentiate.  I have choice boards where the students can choose which technology outlet they would prefer to do their research (kiddle, seesaw, telestory, nearpod, etc.)

My small reading groups are driven by the DRA data that I have currently.  Other groups I conference with based on scaffolding needs of the lesson/standard.

I have worked with my grade level and Amy to help develop strategies for my special needs and gifted students. For my gifted students I give extension activities, and for my students who need more help I have buddies who help them or change the activity to meet their needs. (i.e some of my students always need lined paper)

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I have tried many different strategies in the classroom, but I determine which differentiation strategies are appropriate for my students through class discussions and feedback. I find it beneficial to hear my students' perspectives on different activities we do in the classroom. I also incorporate my students' interests into instruction.

I use technology to differentiate the products students create to demonstrate their learning. Technology is also used to aid in differentiating process and content throughout my instruction.

Data helps guide groups based on students' DRA scores, STAR scores, interests, and whether or not students demonstrate an understanding of the standards taught.

I collaborate with the fourth grade team to develop differentation strategies for special needs and gifted students. We have developed strategies for 3D time. I also have incorporated many strategies learned from the TAG strategies courses into my instruction. Reaching out to the technology specialists has been extremely beneficial too.

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I have tried many different strategies in the classroom, but I determine which differentiation strategies are appropriate for my students through class discussions and feedback. I like to hear my students' perspectives on different activities we do in the classroom. I also incorporate my students' interests into instruction. Technology has made a huge impact on the use of diffentiated instruction in the classroom; students are given more choice in expressing their learning through a variety of resources and apps. I use technology to differentiate the products students create to demonstrate their learning.

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Knowing your students style of learning and their needs is the best tool in determining which strategies are best for them. In Kindergarten, we talked about using the following stratgies, the use of technology, the amount of time they are given to learn specific standards, the difficultly of the problems, and how much support is given to students.

We can use technology to differentiate instruction by using different levels of Nearpods, flipcharts, and Prezis. We could also have students create videos using SeeSaw.

We can decide the grouping of our students based off of data taken during class. Depending on these groups, we would decide whether it is necessary to reteach the material.

We collaborate with other teachers on these topics daily. The most beneficial in this area have been TIP meetings, grade level meetings, TAG strategies classes, & daily RTI time.

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Use levels to determine which strategies to use. Use learning styles, formative assessment for determining strategies.

Use choice boards with must dos and  can dos where students use various technology of choice. Nearpod, etc.
Students in 5th making poetry powerpoints that will have differentiated requirements.

Use data from past assessments, use of technology in final products and performance tasks to determine new groupings.

Across grade level meetings, Tuesday grade level meetings, sharing and splitting up assignments to develop unit plans.  Collaborate with special education and advanced learner teachers to learn new techniques and to reflect on what has worked in the past to plan new strategies and activities for learning.

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I use data to help me determine the amount/level of reteaching I need to do in order to help my students meet the standards.

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Data drives instruction by giving the teacher the information needed to provide students with the extra support that they need. I use data to form guided reading groups and to help students master their goals and objectives.

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Data helps drive my instruction by providing me with information regarding my students' learning and behaviors in the classroom. I use the data to form assessments both formal and informal.

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Data drives instruction by what your students know and what they need or gaps that need to be filled. I use data to form different focus groups.

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I use data to help guide my lessons. I also use data to ensure that I am meeting my students goals and objectives.

Use choice boards with MUST Dos and CAN Dos. Make sure to incorporate many different options to use technology. Students enjoy completing tasks when they feel they have ownership over the products.

In our Poetry Unit we created a choice board with the help of Mrs. Shaffer. The board has QR codes the students must scan, allows the students to use Seesaw to post their products for their teachers to see.

Working with other teachers  helps me as a teacher to gain knowledge and other techniques to meet the needs of my students.

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I use data to make sure all my students have met the standards I am teaching. If there are some students who have not met the standards, I pull that group of students to reteach the material.

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Dave Bullard- Data drives instruction  by giving us feedback on how students are achieving and what they know and don't know.

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Dave Bullard- Data drives instruction  by giving us feedback on how students are achieving and what they know and don't know.

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I use data to help guide my lessons/units. Pretests help me better understand what my students already know, formative assessments help me know what they've learned thus far in the unit, and post tests help me see if they understand the standards that were taught in the unit.