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Differentiated Instruction and Concept Formation

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What are the benefits to the six-column framework for differentiated instruction? How can you use this framework in preparation for differentiated instruction? How might a leader use it to support change or improve instruction?

On page 39 of Differentiated Instructional Strategies in Practice: Training, Implementation, and Supervision you were given a concept formation exercise to use with teachers. Read each step to the concept formation exercise. What is the purpose of each step? Will each step provide a pre-assessment of the teachers or merely provide the instructor with baseline data?

What are the primary considerations when determining classroom climate? How do teachers use this in differentiated instruction? How can you use this to differentiate instruction when providing professional development to teachers?

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Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers' Ability to Plan Differentiated Instruction in an Urban Elementary School. By: Tricarico, Katie, Yendol-Hoppey, Diane, Teacher Education Quarterly, 07375328, Winter2012, Vol. 39, Issue 1

What are the benefits of the six-column framework for differentiated instruction? How can you use this framework in preparation for differentiated instruction? How might a leader use it to support change or improve instruction?

This six column framework first establishes the paradigm that has been set forth by the state and local standards in regard to the curriculum. This portion of the framework is imperative because it dictates the content that teachers must develop in adherence to state and local standards. The benchmarks must be met and the content or product produced must ensure that students are able to pass state and local standards. Next is the assessment of the content (product) that must determine that what the teacher plans to teach the student is acceptable for the classroom and to reach the objectives set forth by the state. This is accomplished by a pre-assessment wherein the teacher ascertains their student's readiness/ability and learning profile as well as their previous knowledge of the content. Next is the process phase, which requires the teacher to develop a lesson methodology for how the instruction will be implemented and in what format. The last framework is predicated upon a summative evaluation of whether the lesson instruction plan and content was effective in the classroom.

The aforementioned paragraph and figure provided illustrates how this can be implemented into the classroom to improve ...

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