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  1. What is the role of a teacher in a differentiated classroom?
    Teachers who practice differentiated instruction are facilitators of learning, as opposed to dispensers of knowledge.  Teachers can assess their own dispositions and skills using the Classroom Indicators of Differentiated Instruction checklist developed by the consortium.
  2. What does differentiated instruction look like?
    Refer to Classroom Indicators of Differentiated Instruction developed by the Multi-District Differentiation Instruction Initiative group. The Classroom Environment and Management and Instructional Practice & Assessment sub-sections list specific indicators of differentiated instruction in the classroom.
  3. Do I differentiate all the time?
    Differentiated instruction impacts most aspects of the learning planned for students. In a differentiated classroom, a successful teacher may differentiate the questions she poses. She may vary the depth of the content. She may plan for a variety of ways students demonstrate their learning. She may have students working in small groups, large groups or working independently. She may plan learning in which some students are engaged at learning centers, some are working independently and some are working with the teacher directly. Differentiation is ongoing and developmental in its implementation
  4. How do teachers assess when using differentiated instruction?
    Assessment often results in a “grade.” When teachers assign students a grade they are making a summative evaluation of cumulative achievement towards the goals. When thinking about evaluating differentiated activities, it is helpful to think about assessing the progress students are making rather than assigning a final grade.
  5. What grouping options can be used in a differentiated classroom?
    In a differentiated classroom, students will be working throughout the class time in large groups, small groups or individually. There are a variety of ways to form small groups for differentiated instruction. Groups might be based on student achievement levels, interests, learning styles, capacity for understanding new concepts, or skill levels.

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