"Responsive or differentiated teaching means a teacher is as attuned to students' varied learning needs as to the requirements of a thoughtful and well-articulated curriculum."
Tomlinson & McTighe, Integrating Differentiated Instruction and Understanding by Design, 2006
Our district's model for differentiated instruction is a collaborative model. One DST (differentiation support teacher) is at each of our elementary schools and two are at our middle school and our junior high. Working together as a team, all teachers can plan and carry out effective, content-rich ways to provide all students with learning experiences and challenges from the district curriculum at a level that matches their needs, readiness, and potential.
Image credit: http://www.edutopia.org/blog/teacher-collaboration-strategies-ben-johnson?page=3
Classroom Teachers/Content Area Teachers/Related Arts and Specials Teachers
- analyze the current curriculum content in order to set appropriate expectations
- plan and develop units incorporating appropriate instructional methods and groupings
- continually analyze student data, assess progress and set further learning goals for students
- communicate about differentiation practices with parents, teachers, and administrators
- teach and co-teach students in flexible groups
- plan or co-plan tasks and products with students
- collaborate with differentiation support teachers, as well as other specialists
Differentiation Support Teachers
- collaborate with classroom teachers to plan for instruction and to provide resources
- continually analyze student data, assess progress and set further learning goals for students
- develop and maintain a reservoir of materials to support the curriculum
- teach and co-teach students in flexible groups
- teach and co-teach students who demonstrate readiness for more challenging concepts in groups or individually
- model differentiation strategies
- meet regularly with other differentiation support teachers to maintain the continuity of differentiation in District 39
- help administrators plan for DI professional development
- coordinate with principals to promote differentiation
- communicate with administrators, staff, parents, and community
Administrators
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keep up-to-date on issues and trends in differentiation
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provide teachers opportunities to learn about differentiation through staff development
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encourage and support teacher collaboration
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obtain resources to assist teachers in planning quality lessons
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facilitate communication between the staff, parents, and the community
