1. List at least two ways you can identify student’s readiness for learning according to their developmental and performance levels. Describe why it is important to understand if students are ready to learn or not. (250 words and 2 references)
2. Compare two ways in which you can evaluate individual students’ interests to inform instruction. Which are you most likely to use in your classroom? Explain. (250 words and 2 references)
3. Looking back on what you have learned about differentiated instruction and Understanding by Design, discuss how essential questions can help to create relevant learning experiences that are appropriate for curriculum goals and content standards. (250 words and 2 references)
4. How does Understanding by Design help teachers develop appropriate sequencing of a lesson to facilitate learning? (250 words and 2 references)
Read “Effects of Differentiating for Readiness, Interest, and Learning Profile on Engagement and Understanding,” by Koehler, from Fisher Digital Publications (2010).
Read and watch “Meeting the Needs of Diverse Learners: Six Differentiation Strategies for New Teachers,” by Jones, located on the Teaching Channel website.
Read and watch “Inclusion in the 21st Century Classroom: Differentiating with Technology,” by Hobgood and Ormsby, located on the Learn NC website.
Read “Content, Process, and Product: Modeling Differentiated Instruction,” by Kline Taylor, from Kappa Delta Pi Record (2015).
Read “What Is Differentiated Instruction?” by Tomlinson, located on the Reading Rocketswebsite.
Read “Response: Differentiating Lessons by ‘Content, Process, or Product’,” by Ferlazzo, from the Education Week website.
Watch “Differentiation of content, process, and product,” located on the Teacher Tube website.
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