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  • 1. currently divide students into groups that help them to learn. Depending on the situation the groups vary. Sometimes groups are made up of a variety of English and reading levels, so that the more advanced students will help the lower level students. Sometimes the groups are more homogeneous, where the higher level students are grouped together and the lower level students are grouped together.

    2. In my classroom we often read the stories and articles in the Edge series together, and the ones who learn with ease contribute orally through discussions. This helps the ones who struggle to learn by aiding in their understanding of the reading. Also, by explaining the reading in their own words, the one who learn easily solidify the understanding process in their own minds.

    3. One way I address different learning profiles and interests is to use Teenbiz3000 in my classroom. This enables each student to read at his own level and advance at his own pace. I also use a variety of means to deliver the instruction. Sometimes we play games, sometimes we work in groups, and sometimes e work individually.

    4. Sometimes the groupings are made by reading level, and sometimes the groups are made up of a variety of reading levels.

    5. I need to learn how to make sure I have properly determined my students' individual needs, and what are the various ways I can address those needs fully.
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  • As a Language Arts teacher, I am able to meet students varying needs by determining students’ reading level early in the school year to set individual reading goals. I also have the students complete an interest inventory to determine what kind of reader they are. Students work in centers with activities that allow them to work at their own level such as; Reading Plus and the Accelerated Reader Program.
    Many strategies I use in my classroom such as; KWL charts and think/pair/share, allow students to share and build their background knowledge no matter how limited or extensive.
    My classroom is a good fit for the struggling readers because I monitor their progress closely for fluency, comprehension and vocabulary and I work with them often in small group. The students that learn with ease are enriched with enrichment vocabulary and word study centers.
    I would like to learn more about differentiated instruction such as more strategies, management ideas and different ways to assess instruction.
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  • AnSeing Partridge
    Answer 1: I provide them with assignments on their different levels.

    Answer 2: I am a resource teacher so my classroom is a good fit for students who struggle. The environment is nurturing, smaller number of students (at times), and the students are able to work at their pace.

    Answer 3: I have not really addressed this area in the classroom. Students that are not as verbal are encouraged to partake in more hands on activities and those that have difficulty given written responses are encouraged to give oral responses. They are also given choices concerning how the type of assignments they can complete.

    Answer 4: When student's ability levels improve or regress their grouping may change. Groups in my class depend on the ability of the students.

    Answer 5: I feel that I need to start from the basics and learn everything; from grouping to learning profiles, strategies, and ways of assessing group, partner, and individual work.
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  • Bernadette Roig (Bernie)

    I start each new Unit with 3 questions: Content - What do I want my students to learn?
    Process -What interesting activities can I use to assist their learning?
    Demonstration of learning- How do I know that learning has taken place?

    And there lies the problem. I think up ideas that can be embellished by the slow thinkers and the quick thinkers.
    ALSO :see answer A

    I focus attention early in the year on different ways people learn and study. In this way students become familiar with their learning strengths and weaknesses. I like profile inventories as well.

    I spend time teaching the students about group work and the roles they will play.
    Groups of 3 or 5.
    The student roles are flexible and may change throughout the assignment.
    The duration of group work is short (part of a class period to a few days).

    Strategies, more strategies, and more ways of assessing group work.
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  1. 1. Summer 2011 DI Pre-assessment Questions <ul><li>How do I currently meet students’ varying learning needs in my classroom? </li></ul><ul><li>What makes my classroom a good fit for students who either struggle to learn or learn with ease? </li></ul><ul><li>How do I already address different learning profiles and interests? </li></ul><ul><li>How do I vary student groupings? </li></ul><ul><li>What more do I need to learn about differentiated instruction? </li></ul>Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -