CP 19: Differentiating Instruction

From the Core Practices Beta 2017

Created By

EL Education

Topic

  • Core Resources about EL Education
  • Differentiation

Type

Guidance Documents

In the EL Education model, differentiation is a philosophical belief and an instructional approach through which teachers proactively plan to capitalize on students’ varied assets and meet students’ varied needs based upon ongoing assessment. Teachers differentiate for students with disabilities, for advanced learners, for English Language learners (see also Core Practice 20: Teaching English Language Learners), and for students whose differences are not formally evaluated but identified through informal learning and interest inventories. In whole group, general education instruction, all teachers use flexible groupings of students and design respectful tasks that allow for different approaches to the same goals. Teachers build a culture that honors diverse assets and needs, and holds all students accountable to the same long-term learning targets, putting equity at the center of the school’s commitment and vision. At the same time, general education teachers make accommodations and modifications for students who have identified exceptionalities and collaborate with a team of school professionals to provide additional supports or extensions.

Created By

EL Education

Topic

  • Core Resources about EL Education
  • Differentiation

Type

Guidance Documents

In the EL Education model, differentiation is a philosophical belief and an instructional approach through which teachers proactively plan to capitalize on students’ varied assets and meet students’ varied needs based upon ongoing assessment. Teachers differentiate for students with disabilities, for advanced learners, for English Language learners (see also Core Practice 20: Teaching English Language Learners), and for students whose differences are not formally evaluated but identified through informal learning and interest inventories. In whole group, general education instruction, all teachers use flexible groupings of students and design respectful tasks that allow for different approaches to the same goals. Teachers build a culture that honors diverse assets and needs, and holds all students accountable to the same long-term learning targets, putting equity at the center of the school’s commitment and vision. At the same time, general education teachers make accommodations and modifications for students who have identified exceptionalities and collaborate with a team of school professionals to provide additional supports or extensions.

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