Wondering/Inquiry Focus: Whole- Group Differentiation

Article citation (in correct Key quotes and ideas Ideas for taking action in
APA format) related to your wondering your classroom

Diverse Knowledge and Skills Providing differentiation to the

Require a Diversity of
Instructional Groups
Kauffman, J.M, Landrum, T.J.,
Mock, D.R., Sayeski, B., Sayeski
K. L. (2005). Diverse Knowledge
and Skills Require a Diversity of
Instructional Groups. Remedial
and Special Education, 26(1), 2-6
whole group has to include
“Diversity of instructional needs some aspects of small groups
requires diversity in instructional that are grouped homogenously
groups” Pg.2 based on need and level. I can
learn my students and on my
“The sentiment that inclusion in own place them in groups based
general education is the right on need, review findings with
thing to do for all children and CT.
that doing anything else
disenfranchises children makes There is a misconception that
the option of full inclusion pulling students based on need
politically extremely difficult, if separates them from the rest of
not impossible, to refuse.” Pg.3 the class. It needs to be
understood that this is the basis
to good differentiated
instruction.

Whole-Group Response “Specific examples of proactive The author lists different

Strategies to Promote Student
Engagement in Inclusive
Classrooms
Nagro, S.A., Hooks, S.D., Fraser,
D.W., Cornelius K.E. (2016).
Whole-Group Response
Strategies to Promote Student
Engagement in Inclusive
Classrooms. Teaching
Exceptional Children, 48(5), 243-
249
strategies that can be
implemented during whole-
group instruction include
proximity, high rates of
opportunities to respond, high-
probability requests, and choice
making (Wehby & Lane, 2009).”
Pg. 244
“Increasing students’
opportunities to respond and
providing student
comprehension self-checks as
well as capturing this
information using formative
assessments are very important
topics for all teachers.” Pg. 247
strategies that can be used to
encourage active engagement
among all students, including
students with disabilities. There
are a few students in my
classroom with disabilities, so it
will be interesting to implement
these strategies to see how my
students respond.
Increasing means to give
formative assessments on
students will help in the process
of providing appropriate
instruction for my students. I
will try to incorporate more
comprehension self-checks
throughout the day.
Wondering/Inquiry Focus: Whole- Group Differentiation
A Response:
Equal Does Not Mean Identical
Reis, S.M., Kaplan, S.N.,
Tomlinson, C.A., Westberg,K.L.,
Callahan, C.M., and Cooper, C.R.
(1998). A Response: Equal Does
Not Mean Identical. Educational
Leadership, 56(3), 74-77
“In one study, observers in 46
classrooms found that high-
achieving students were asked
to do exactly what students who
achieved at average levels were
doing in 84 percent of the
activities. Very little
differentiation of content or
instruction was provided.” Pg.75
“All learners in our schools,
including those who are
advanced, should be challenged
academically. The context in
which that learning takes place
is negotiable, but whether it
takes place is not negotiable. “
Pg. 76
This quote shows that teachers
need to be trained in
differentiation. I chose this as
my wondering because it is vital
to student success, ALL student
success to differentiate
curriculum to meet their needs.
Students need to be challenged
academically. Providing
differentiation allows each
student to be challenged at the
appropriate level. It is a balance
that is difficult for teachers to
plan for, but important
nonetheless. I will attempt to
challenge all of my students at
their individual levels as
practice.