Critical Thinking – Differentiated Instruction

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Answer the following reflective, critical thinking questions in a two-to three-page paper, using specific examples from your professional experience, citing additional references 

  1. Using the diagram on page one, Scrapbook, of The Differentiated Instruction Scrapbook (2010),  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?
  2. Differentiated Instructional Strategies in Practice (as cited in Instructional Strategies, 2013), explains various instructional strategies including a concept formation exercise to use with teachers that includes each step of: 1) Teacher presents examples, student’s work with them, noting attributes; 2) Teacher has students define the concept being learned; 3) More examples are provided for critique with newly discovered concept; 4) Students are given practice activities to apply their understanding of concept; and 5) Students are evaluated through additional application. 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?
  3. What are the primary factors to consider when determining classroom climate? How do teachers use these factors in differentiated instruction?  How can you use these factors to differentiate instruction when providing professional development to teachers?

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