Differentiated Instruction

We have to know where we want to end up before we start out and plan to get there. That is, we must have solid curriculum and instruction in place before we differentiate them. ~Carol Tomlinson Presented by: Cheryl Dick
www.cherylsclassroomtips.com cdnixa@gmail.com

Daily Schedule
September 19, 2011 8:15 10:30 10:45 11:30 12:15 1:45 2:00 3:00 Overview of DI Break Student Readiness, Learning Profiles, Multiple Intelligences Lunch Types of Grouping, Managing Groups, Anecdotal Records Break Anchor Activities, Learning Contracts End

September 20, 2011 8:15 10:30 10:45 11:30 12:15 1:45 2:00 3:00 Assessment Break Low Preparation, High-Impact DI Strategies Lunch More Low Preparation, High-Impact DI Strategies Break Tiering and Curriculum Compacting End

September 21, 2011 8:15 10:30 10:45 11:30 1:45 2:00 3:00

Using Technology to Differentiate Break Using Basal to Differentiate Training Ideas and Presentations Tips Break Putting the Pieces Together End
2

Differentaited Instruction Modules

1. Introduction 2. Assessment 3. Low-Preparation, High-Impact Strategies, Materials, and Activities 4. Differentiating Content: Tiering and Curriculum Compacting 5. Managing the DI Classroom

Differentaited Instruction Definitions

Its consistently and proactively creating different pathways to help all your students to be successful. ~Betty Hollas Differentiating Instruction is doing whats fair for students. Its a collection of best practices strategically employed to maximize students learning at every turn, including giving them the tools to handle anything that is undifferentiated. It requires us to do different things for different students some, or a lot of the time. Its whatever works to advance the student. Its highly effective teaching! ~Rick Wormeli

Mapping a Route Toward DI

Written by: Carol Ann Tomlinson

Mr. Appleton

Mrs. Baker

Ms. Cassell

Response to Intervention

Response to Intervention

www.dese.mo.gov

Differentiated Instruction Planning Template

Learning Goal: Know Goals: Understand Goals: Do Goals:

Pre-assessment Strategy:

Students who know a lot:

Students who know some:

Students who have a lot to learn:

Lesson Ideas:

Formative Assessment Idea:

Formative Assessment Idea:

Adjusted Lesson Ideas Based on Formative Assessment Data:

Anchor Activities for Enrichment:

Summative Assessment Idea:

Descriptive Feedback: Guide students to find what theyre doing well and what they need to work on.

6th Grade Common Core Geometry Standard

Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h edge lengths in the context of solving real-world and mathematical problems.

and V = B h to find volumes of right rectangular prisms with fractional

KUD Template
Know Goals
Students need to know: volume prism right rectangular edge length (in fractions) length width base height multiplication fractions 12 inches = 1 foot unit cubes

Understand Goals
Students need to understand : fractions and how they relate to volume of determining the rectangular prisms. how to multiply fractions.

Do Goals
Students need to: find the volume of rectangular prisms lengths using unit cubes.

with fractional edge

apply formula V = l

w h (with fractional
edge lengths). apply formula V = edge lengths).

how to calculate volume of rectangular prisms formulas.

B h (with fractional
Compare to see that formulas equal the unit cubes. real-world problems. same thing as using apply the formula in mathematical

with unit cubes and what sorts of realworld situations volume. require knowledge of how to apply the

formula: V = l w h formula: V = B h In the formula, V = B h, students must know B = l w.

formulas to the realworld situations.

English/Language Arts Standard

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Use concrete words and phrases and sensory details to convey experiences and events precisely.

Narrative Writing Goals

Know Goals
Narratives Technique Real vs. imaginary stories Descriptive details Sequence of events Sensory details Concrete words and phrases

Understand Goals
Students need to understand that they can use words to show instead of tell a narrative story.

Do Goals
Write narratives Use effective technique Use descriptive details Sequence events clearly phrases

Use concrete words and Use sensory details

Tell narrative correctly

Differentiate the K-W-L Chart

Topic: Branches of Government K - Know 1. 6. 2. 7. 3. 8. 13. 18. 23. 28. 4. 9. 14. 19. 24. 29. 5. 1. 10. 6. 15. 11. 20. 16. 25. 21. 30. 26. W Want to Know 2. 7. 12. 17. 22. 27. 3. 8. 13. 18. 23. 28. 4. 9. 5. 10. 1. 6. 11. 16. 21. 26. L- Learned 2. 7. 12. 17. 22. 27. 3. 8. 4. 9. 5. 10. 15. 20. 25. 30.

11. 12. 16. 17. 21. 22. 26. 27.

14. 15. 19. 20. 24. 25. 29. 30.

13. 14. 18. 19. 23. 24. 28. 29.

Scoring Guide
4 Advanced In addition to the 3 score, student demonstrates in-depth understanding and applications that go beyond what was taught. 3 2 Proficient Basic No major errors or omissions regarding the information. No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes. 1 Below Basic With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. *Modified from Robert Marzanos scoring guide.

Possible Conversion Scale:

4 points = 10 points (100%) 3 points = 8.5 points (85%) 2 points = 7 points (70%) 1 point= 5.5 points (55%)

Low Prep, High-Impact Strategies

Likely or Unlikely?
Common Household Items
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Refrigerator Toaster Can Opener Lamp Frying Pan Spatula Laundry Soap Toilet Paper Vacuum Radio

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Television Bed Couch Diamonds Maid Washing Machine Dishwasher Pencil Microwave Chocolate

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Sun I See Triangle Hot Stove Starfish Sticks 7-UP Snowman Line Hen

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Fence Eggs Black Cat Love 15 Minutes of Fame Drive Magazine Vote Remote 20/20 Vision

Adapted from: Rich Allen (2008)

Procedural memory is one of the most lasting forms. Learning by doing seems to last forever. That may be because it triggers glucose and engages far more neurons than cognitive tasks. ~Richards, et al., 2003

Show! Dont Tell.

Preamble: o We the People of the United States, in order to form a more perfect Union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this constitution for the United States of America.

Assessment
Assessment is an ongoing process, not an event. It's about determining our students' strengths and weaknesses, and carefully adjusting instruction to increase performance in school.

Tiering
Identify the concept to be taught Assess readiness levels Design the just right activity Increase/decrease complexity to address the same concept at different readiness levels

Managing the DI Classroom

10

Student Readiness
Early Readiness Readiness Advanced Readiness

Learning Profiles and Multiple Intelligence Theory

Verbal/Linguistic Intelligence Write a report Visual/Spatial Intelligence Create a comic strip Interpersonal Intelligence Host a talk show

Logical/M athematical Intelligence Create a timeline

Intrapersonal Intelligence Keep a journal

Naturalist Intelligence Compare subject to animal and tell why theyre similar

Visual/Spatial Intelligence Create a mind map with words and pictures

M usical Intelligence Write song lyrics

Bodily/Kinesthetic Intelligence Develop gestures

We are DI-vas +1
We are DI-vas +1 We know how to make learning fun We bring learning alive Using Modules 1-5 Assessment is our guide To change instruction school-wide We are DI-vas +1

11

Student Interest Inventory

1. What do you enjoy doing in your free time? 2. Do you have any brothers or sisters? Are they older or younger? 3. What kind of music do you enjoy?

4. What kind of books do you like to read? Write about a book you read recently.

5. What is your favorite subject in school? Why?

6. What is your least favorite subject in school? Why?

7. Do you prefer to work alone or with a partner? Why?

8. Do you prefer to work with music on in the background or in a quiet room? Why?

12

Flexible-Grouping Ideas

Seating Chart for Flexible Grouping:

R ER

AR R

R ER

AR R

Appointment Calendar
8:00 10:00 12:00 2:00

Differentiate the Appointment Calendar for:

Peer Tutoring: Homogeneous Grouping: Heterogeneous Grouping:

13

Four Corners
Dirt Road Paved Road Highway Interstate

Anecdotal Records

14

Anchor Activities

What are anchor activities?

Anchor activities anchor learning. They are ongoing assignments that students can work independently on throughout a unit.

Why use anchor activities?

They allow the teacher to work with individual students or groups of students. They communicate that learning never stops in your classroom. They provide ongoing activities that relate to the learning standards. They allow the teacher to develop independent group work strategies in order to incorporate a mini lab of computers in classroom.

Anchor Activity Examples

15

Learning Contracts
Learning Contracts May Include: What the student plans to learn How the student plans to learn it How you will assess the activity What working conditions will occur while the student is learning the content Working Conditions May Include: Work without disturbing others. Avoid interrupting the teacher while she's teaching. Put forth your best effort. Work on anchor activities if you get stuck on something and the teacher is unavailable to help. Learning Contract Assessment I selected a topic that held my interest. I learned something new. I demonstrated this new knowledge on my chosen project. I did my best work on my chosen project. I followed the working conditions. I asked for help when I needed it. I would like another opportunity to work on a learning contract in the future. Student Teacher Yes No Yes No

16

Student Learning Contract

Name: ______________________ I am interested in learning about: _____________________ I will use the following resources: _____________________ My finished product to demonstrate my learning will be: (Choose One)

Brochure Venn Diagram Story Map News Broadcast Diorama Dramatization Book Report Research Paper Newspaper Other: ____________

I will assess my learning by: _____________________ I plan to be finished on: _________________________ Student signature: __________________ Date: ______________ Teacher signature: __________________ Date:_____________ Working conditions include:

Work without disturbing others. Avoid interrupting the teacher while she's teaching. Put forth your best effort. Work on anchor activities if you get stuck on something and the teacher is unavailable to help.

17

Student Learning Contract: Reading

Name: ____________________________ Date: _____________________________ Choose from the following list of learning opportunities:

Read ahead in the book only if you agree to the following statements:
o o

I will not participate in prediction activities. I will not tell anyone the ending of the story.

Write a letter to the author of the book. Write a different ending. Read another book by the same author.
o o

How are the alike? How are they different?

Find examples of figurative language in the text.

I will assess my learning by: _____________________ I plan to be finished on: _________________________ Student signature: ______________ Date: ______________ Teacher signature: ______________ Date:_____________ Working conditions include:

Work without disturbing others. Use whisper voices if working with a partner. Avoid interrupting the teacher while she's teaching. Put forth your best effort. Work on anchor activities if you get stuck on something and the teacher is unavailable to assist.

18

Student Learning Contract: Math

Name: _____________________________ Date: _______________________________ Choose from the following list of learning opportunities:

Create word problems with answers for your classmates to solve. Work the self-checking math problem-solving challenge cards. Create a board game involving computation problems. Play Money Matters board game with _______________.

I will assess my learning by: _____________________ I plan to be finished on: _________________________ Student signature: ______________ Date: ______________ Teacher signature: ______________ Date:_____________ Working conditions include:

Work without disturbing others. Use whisper voices if working with a partner. Avoid interrupting the teacher while she's teaching. Put forth your best effort. Work on anchor activities if you get stuck on something and the teacher is unavailable to assist.

19

Assessment Menu
Pre-Assessment Ideas (Ungraded) Multiple-Choice Questions Student Response System (Clickers) Constructed Response or Essay Questions K-W-L Chart (K and W Sections) Every-Pupil Response Fist-to-Five Whiteboard Response Anticipation Guide Nonverbal Cues Word Splash Entrance Slip Four Corners Formative Assessment Ideas (Ungraded) Multiple-Choice Questions Student Response System (Clickers) Constructed Response or Essay Questions K-W-L Chart (K and W Sections) Every-Pupil Response Fist-to-Five Whiteboard Response Anticipation Guide Nonverbal Cues Word Splash Exit Slip Four Corners Muddiest Point Lesson Summary Lesson Summary Word Splash Visual Display Exit Slip Think-Tac-Toe Anticipation Guide Summative Assessment Ideas (Graded) Multiple-Choice Questions Student Response System (Clickers) Constructed Response or Essay Questions K-W-L Chart (L Section)

20

Assessment Menu
Pre-Assessments (Ungraded) Formative Assessments (Ungraded) Summative Assessments (Ungraded)

21

Notes on Assessment Ideas

22

Quick Check
Skill: Cause and Effect 10-27 Name Date

8-15

8-16

8-19

9-15

10-4

9-2

1. Jonathan 4 2. Billy 3. Juanita 4. Phyllis 5. Monica 6. Renee 7. Lawrenc e 8. Johnna 9. Enrique 10. Phillip 11. Frankie 12. Bernica 13. Liam 14. Grant 15. Shirley

3 + 3- 3 4 4 2- 3 3 4 2 4 3 3 3 4 4 2 3 3 4 1 4 3 3 3 2 2 2 3 3 4 4 1 1 + 4

3 + 4

3 + 3 + 3 4 4 2 3 3 4 1 4 3 3 3 2 2 2 3 3 4 4 1 1 + 4

4 3 3 4 4 2 3 3 4 1 3 3 3 3 2 2 2 3 3 4 4 2 1 + 4

4 2 + 3 4 4 2 3 3 4 1 3 4 4 3 2 3 3 3 3 4 4 2 2 4

3 + 3 3 + 4 4 2 + 3 3 4 2 4 4 4 3 1 + 3 3 4 3 4 4 2 2 4

4 3 3 + 4 4 3 3 3 4 2 + 4 4 4 4 1 + 3 3 4 3 4 4 2 2 + 4

2 16. Nicolas 1 + 17. Frances 2 18. Timothy 3 19. Lindsey 3 20. Ferdinan 4 d 21. Lao 4 22. Dimas 23. Jackson 24. Hailey 1 1 4

4 = Advanced 3= Proficient 2=Basic 1=Below Basic

23

Quick Check Skill:

Name
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.

24. 25. 26. 27. 28.

Date

24

Generic Scoring Guide Advanced (4)

Demonstrates in-depth understanding and application beyond information that was taught. 1. 2. 3. 5. 6. 7. 8. 9. Recall relevant details. (Proficient) Identify relevant details. (Advanced) Identify problem and/or solution. (Proficient) Make simple inferences. (Proficient) Make complex inferences. (Advanced) Infer cause and effect. (Advanced) Infer word meaning. (Advanced) Draw conclusions. (Proficient)

Proficient (3)
Demonstrates understanding and application of information taught.

Basic (2)
Demonstrates partial understanding of information taught.

Below Basic (1)

With assistance, demonstrates partial understanding of information taught.

4. Identify complex problems and solutions. (Advanced)

10. Evaluate simple information. (Advanced) 11. Identify character traits. (Proficient) 12. Use context clues to select vocabulary. (Proficient) 13. Explain figurative language. (Proficient) 14. Define figurative language using context clues. (Proficient) 15. Interpret figurative language. (Advanced) 16. Identify/explain main idea. (Proficient) 17. Explain a complex main idea. (Advanced) 18. Identify authors purpose. (Advanced) 19. Identify authors technique. (Advanced) 20. Make complex comparisons. (Advanced) 21. Identify simple cause and effect. (Proficient) 22. Identify complex cause and effect. (Advanced) 23. Use relevant information. (Proficient) 24. Distinguish between fact and opinion. (Proficient) 25. Make predictions. (Advanced) 26. Support a position. (Advanced) 27. Write an organized letter for an intended audience and purpose. (Proficient) 28. Choose appropriate supporting sentences for paragraph. (Advanced.) 29. Consistently use the rules of standard English. (Proficient and Advanced) 30. Use a writing process to revise, edit and proofread. (Proficient)

25

Low Preparation, High-Impact DI Strategies Thinking Strategies for Reading

Connecting: Self/Text/World Predicting/Anticipating Summarizing/Concluding Questioning/Monitoring Imaging/Inferring Evaluating/Applying Month August September October November December January February March April May
Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-Blocks Way. Greensboro, NC: Carson-Dellosa Publishing

Comprehension Focus

26

Connecting: Self/Text/World
This reminds me of

Lighthouse

My Life

When _________________________________ happens in the book, it reminds me of __________________________.

27

Predicting/Anticipating
Anticipation Guide
If You Hopped Like a Frog
By: David Schwartz Before
If you were as strong as an ant, you could lift a bus. If you ate like a shrew, you could devour over 50 hamburgers every hour in a day. an ant, you could lift a

After

Prove It!
Prediction
I think _________________ ______________________ ______________________ will happen. My prediction was incorrect. _____________________ _____________________ _______ actually happened. OR

Actual
My prediction was correct.

Exclusion/Inclusion Brainstorming
Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-Blocks Way. Greensboro, NC: Carson-Dellosa Publishing

28

Summarizing/Concluding
5 Ws and H Strategy
What: (Problem) When: (Setting) Where: (Setting) Why: (Inference or Comprehension) How: (How was the problem solved?) Who: (Main Characters)

29

Questioning/Monitoring
I Wonder . . . Rivet Guess the Covered Word

Nonfiction Turn headings/subheadings into questions.

Heading Question

KWL, NKQ, ERT

Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-Blocks Way. Greensboro, NC: Carson-Dellosa Publishing

30

Imaging/Inferring
Brain Pictures

Infer with Photographs

31

Evaluating/Applying
Opinions o o I think
I think Ive had too much coffee. . .

My Thoughts

32

Content Area Ideas Storytelling

Stories provide a script for us to tie information to our memory. (Markowitz & Jensen, 1999) Storytelling is a wonderful way to access more than one memory lane. Putting semantic information into a story format allows a student to see not only the whole idea but the details as well since the brain processes both wholes and parts at the same time. (Caine & Caine, 1997)

Mineral Scale Story

! There

Modified from: Greg Hopkins, Dana Meinders, Paula Seal at Robinson Elementary in Aurora, Missouri

once was a hillbilly named Min --- Earl Scale. Earl talced funny. He had a girlfriend who dressed like a gypsum. Every night they checked the cattle at the cal-cite. Then they would come sit on the flurite next to the dog with a big apatite. Their favorite sport was to go out to the fields and spar (feldspar). The winner would get a Quartz of moonshine. Topaz the rest of the time, they corundumed up the mountain and back down again. After five trips up and down the mountain, they would die in mounds (diamonds).

33

34

35

Math Strategies

36

Tiering: Just Right Teaching

Too Hard

Too Easy

Just Right

Tiering
Identify the concept to be taught Assess readiness levels Design the just right activity Increase/decrease complexity to address the same concept at different readiness levels

Concept: Story Elements (Setting)

Just Right: Think about the setting in the story you have read. Using words and pictures, create a poster that shows how the setting affects the characters and their actions in the story. Less Complex Task (Loosened): Think about the setting in the story you have read. Using words and pictures, create a poster that shows the setting of your story.

37

Tiering and Curriculum Compacting

38

Differentiate Instruction with Technology

Digital Immigrant
Gen X (1960) TV Vinyl Records Party Lines J

>
Gen Y (1980)

Digital Natives
Gen Z (1996) Web TV ITunes DVD IPhones

High-definition TV CDs VHS Cell Phones

Modified from: Allen, R. (2010). High-Impact Teaching for the XYZ Era of Education. Boston, MA: Pearson Education, Inc.

Engages Students:

Technology

Elicits Questions:

Assesses:

39

SMART Board
Write or type

How it Differentiates

Move manipulatives around

Hide and reveal information

Create a spotlight

Record a lesson

Source: Teach Like a Techie: 20 Tools for Reaching the Digital Generation by Lori Elliott, EdD

40

41

~In the online environment, todays kids are exposed to high levels of sensory stimulation and learn experientially. You may notice they dont read the instructions on a computer game in fact, there usually arent any instructions they simply immerse themselves in the virtual world and learn by trial and error. And they learn easily and quickly. ~Dr. Richard Howell Allen, 2010

Games - Play speeds up the brains maturation process since it involves the build-in processes of challenge, novelty, feedback, coherence and time. (Jensen, 2001)

42

 Music - Music activates and synchronizes neural networks which increase the brains ability to reason spatially, think creatively, and perform in generalized mathematics. (Jensen, 2001)

Visual images everywhere in life should be everywhere in learning. (Allen, 2010)

43

 Novelty Students who know their teachers use novelty in their lessons enter the classroom with a far different, far more productive attitude than those students who fully expect to be facing the same old thing every day in the classroom (Woolfolk, 2004).

Flip Video makes movie making in the classroom easy for all.

44

Differentiate with the Resources You Have

45

Training Tips

46

Classroom Environments
Environments are the medium in which we live. We can feel them everyday, all day long. At school, only the quality of the teacher is a greater determinant of student success than the environment. ~Eric Jensen

Safety First
Do you have an intruder safety drill? Bullying: What are you doing about it? Maintain a caring attitude that accepts diversity. Role model positive ways to deal with temporary setbacks, mistakes, and challenges.

Priming
Plant seeds of learning with pre-exposure. These brain-hooks boost learning. Try hanging up posters, pictures, drawings, symbols two-four weeks before you begin teaching a unit.

47

Peripherals
Post visuals on side walls of the classroom above eye level. Post affirmations such as: I am a bright and capable learner. Learning is fun and easy. Every problem offers a gift. Use appropriate wall space to organize material on bulletin boards.

Clutter
Make sure your classroom is physically neat before each learning session. Analyze storage space. Do you have enough? At least one time per month, look at your clasroom through the eyes of someone else.

48

Input
The brain responds exceptionally well to learning environments with: high levels of individualized instruction, constructive feedback, small-group interaction, and high expectations. Experiment with seating and desk arrangements. Consider an occasional change of location to teach a concept.

Brain Breaks
Provide regular brief breaks to wake up the brain and nervous system.

Ideas for Brain Breaks

49

Plants
A single plant can increase productivity in 100 square feet of space.

Acoustics
Make appropriate use of soothing white noise or music at suitable times to make disturbing noise.

Temperature
When relaxation is required, keep temperature between _______. When alertness is desired, keep temperature between _______.

Lighting in the Classroom

50

Aromas Mental Alertness Relaxation

Air Quality
When it comes to air, the more negatively charged it is, the better. Highly negatively charged air can be found in environments where there are a lot of plants, rushing water, wind over water, or humid areas.

Thoughts on Hydration

51

References and Research-Based Citations

Allen, R. (2010). High-Impact Teaching Strategies for the XYZ Era of Education. Boston, MA: Pearson Education, Inc. Allen, R. (2008). Green Light Classrooms: Teaching Techniques that Accelerate Learning. Corwin Press. Allington, R. (2006). What Really Matters for Struggling Readers: Designing Research-

Based Programs. Second Edition. Boston, MA: Pearson Education, Inc. Blocks. Greensboro, NC: Carson-Dellosa Publishing.
Way. Greensboro, NC: Carson-Dellosa Publishing

Arens, A., Loman, K., Cunningham, P., Hall, D. (2005). The Teachers Guide to Big Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-Blocks

Dorn, L., Soffos, C. (2012). Interventions That Work: A Comprehensive Intervention Model

for Preventing Reading Failure in Grades K-3. Boston, MA: Pearson Education, Inc.
Peterborough, NH: Crystal Springs Books.

Elliott, L. (2011). Teach Like a Techie: 20 Tools for Reaching the Digital Generation. Fisher, D., Frey, N. (2007). Checking for Understanding: Formative Assessment Curriculum Development. Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs Books. Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learners Potential. San Francisco, CA: John Wiley & Sons. Kagan, S., Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for

Techniques for Your Classroom. Alexandria, VA: Association for Supervision and

Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum

Development.

Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD. Alexandria, VA Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based Strategies for Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of All Clip Art: www.toonaday.com and/or www.pppst.com

Increasing Student Achievement. ASCD.

Learners. Danvers, MA: Association for Supervision and Curriculum Development.

52

53