Teachers can use a variety of Write-to-Learns (WTLs) to get students to actively process information in a variety of ways. Teachers can use the non-stop writes to see how student thinking is evolving and to help students gather thoughts that can impact products. Teachers can adapt the KWL steps above to facilitate more detailed and helpful Know, Need-to-Know, Next Steps discussions. Teaches can use teacher student correspondence to model writing, convey caring, and build up moral and relationships.
Chapter 7 in Tomlinson, Carol A., and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Print.
Responsive teaching needs to be supported by classroom management routines that are both orderly and flexible. Research has shown that teachers who maintain orderly classroom environments are more likely to teach for meaning and understanding. PBL work can be complex and chaotic. Framing PBL work in terms of orderly routines and strategies can build student confidence.
Chapter 6 in Tomlinson, Carol A., and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Print.
Clustering needs is more efficient than fulfilling IEP’s for every student. More students benefit from intended remediations than initially intended. It’s easier to plan units with built in remediations that address common needs than to identify these during the unit and make them a la carte.
Pre-assessment data can help teachers design appropriate remediation and advanced work. A one-size-fits all approach to assessment will favor some students and neglect others. Specific feedback can be used by students to improve. High levels of metacognition support high levels of academic achievement. Reflection on goal setting helps student develop ownership over their choices and results.