STRAT FOR DI ASSESSMENT
Connections between the standards and the Danielson’s Framework will be integrated throughout the course with real-life, hands-on application by using assessment tools and data effectively to design differentiated tasks using a variety of techniques, such as tiered instruction, flexible grouping practices, R.A.F.T., questioning techniques, cubing, entry-point activities and jigsaw strategies to mention just a few. Course content will be presented and delivered for teachers in a variety of ways that will result in their specific application of these strategies, based upon the use of data-driven assessments and which will result in the design of individual teacher units designed to effectively differentiate instruction based upon a variety of student assessment data.
Carol Ann Tomlinson and Jay McTighe partnered together to discuss how differentiated instruction can work together with understanding by design, which follows principles that there must be evidence of learning in diverse classrooms. In other words, what should count as evidence of student learning and understanding? This is based upon principles of effective assessments that should be more comprehensive rather than individual snapshots (using multiple measures of data points), that the assessment measures should match the instructional goals, and that student understanding should be assessed through authentic products (2006). Incorporating these assessment practices, coupled with specific strategies for differentiation allows for a complete integration of differentiation into the classroom.
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