Differentiated Instruction and Concept Formation

What are the benefits to the six-column framework for differentiated instruction? How can you use this framework in preparation for differentiated instruction? How might a leader use it to support change or improve instruction?

On page 39 of Differentiated Instructional Strategies in Practice: Training, Implementation, and Supervision you were given a concept formation exercise to use with teachers. Read each step to the concept formation exercise. What is the purpose of each step? Will each step provide a pre-assessment of the teachers or merely provide the instructor with baseline data?

What are the primary considerations when determining classroom climate? How do teachers use this in differentiated instruction? How can you use this to differentiate instruction when providing professional development to teachers?

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