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Differentiating Instructionfor Parents
Chapter 7
Erica Phillips
Development
At what age did your child first crawl, walk and talk?Everyone learns at a different paceEach child needs different things at different rates to grow
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Getting to Know Your Child
In order to get the “big picture” of your child’s learning abilities, needs and preferences teachers use:– Parent surveys– Student observations– Student surveys– Formative assessments
Instruction
Planning with students in mind
Target strengths and weaknesses
Set individual goals and assess students based on these goals
Use a variety of grouping, tasks and opportunities for choice
Individualized spelling lists
What’s fair?
Fair is not always equal
Fair is modified instruction
Students will complete different work based on their needs
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Goals
To support independent learning and exploration
To ensure that all students grow from individual starting points
Utilize assessment-driven instruction
Advice to Parents
There is no growth without tension– Work is not more difficult or easier than
other students’ work– Students will complete work relative to their
skill level– Assignments are implemented with
success and challenge in mind
Advice to Parents (cont.)
Give students a voice– Listen to your child and to how they feel
about their level of work– What’s too difficult? What’s too easy?– Pushing students too hard to succeed can
be overwhelming and lead to self-doubt, confusion and frustration
Advice to Parents (cont.)
Building a relationship– Parent-teacher communication is key to
your child’s success– Listen to and offer suggestions– Share success stories– Create a partnership
QuickTime™ and a decompressorare needed to see this picture.
Advice to Parents (cont.)
Building a relationship– Parent-teacher communication is key to
your child’s success– Listen to and offer suggestions– Share success stories– Create a partnership
QuickTime™ and a decompressorare needed to see this picture.
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