аЯрЁБс>ўџ -/ўџџџ,џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС‡b №ПJjbjbаа ( hВhВ0 џџџџџџˆ˜˜˜˜˜˜˜ш0 0 0 8h | ш^ЖЄ Є "Ц Ц Ц Ц Ц Ц езззззз,RfФ˜Ц Ц Ц Ц Ц ˜˜Ц Ц Ц F˜Ц ˜Ц еЌ$а˜˜˜˜Ц е‰˜˜е˜ lšХ0 Ёе.0^Љ,**е˜шш„l Фшшl Differentiated Instruction: Lesson Plan Checklist (Based on Tomlinson, 1996) Use this checklist as a guide as you plan for differentiated instruction. I’m clear on what I want my students to know (facts, information) understand (concepts, principles, generalizations, ideas) be able to do In deciding content, I’ve thought about and selected alternate sources/resources varied support systems (reading buddies, tapes, direct instruction groups, graphic organizers, etc.) varied pacing plans I’ve preassessed student readiness to make appropriate content and/or activity assignments get a picture of understanding and skill as opposed to facts only focus the lesson squarely on what students should know, understand, and be able to do As I assign students to groups or tasks, I’ve made certain student group assignments vary from recent ones all students are encouraged to “work up” if appropriate, provisions are made for students who need or prefer to work alone group sizes match student need As I create differentiated activities, I’ve made certain all of them call for high-level thinking all appear about equally interesting to my learners if readiness based, they vary along a continuum of Bloom’s Taxonomy if interest based, students have choices about how to apply skills and understandings or how to express them varied modes of learning opportunities accommodate carried learning profiles each activity is squarely focused in one, or very few, key concept or generalization student choice is maximized within my parameters for focus and growth appropriate skills have been integrated into the activity requirements expectations for high-quality task completion are clear for all students I have a plan for gathering ongoing assessment data from the activity I have a means for bringing closure and clarity to the tasks When creating assignments for differentiated products, I’ve made certain they vary along a continuum of Bloom’s Taxonomy based on student readiness require all students to use key concepts, generalizations, ideas, and skills to solve problems, extend understandings, and/or create meaningful products maximize student choice within parameters necessary to demonstrate essential understandings and skills include a core of clear and appropriately challenging expectations for the content of the product, processes involved in the production, and production requirements for the product provide for formative evaluation and modification of the product provide for summative evaluation by teacher, students, peers, and/or others involve and inform parents as appropriate I’ve also thought about instructional strategies like learning contracts, centers, interest groups, compacting, etc. to vary learning options small groups for reteaching and extension activities sampling students to assess understanding, group processes, and production needs meaningful tasks for reinforcement, extension, and exploration when students complete required work (anchor activities) PAGE  PAGE 1 LN—ТУопbc€ъы()_`ЃЄ= > o p š › ё ђ M N x y Ў Џ є ѕ g h Ж З   Z [ Ѓ Є ю я 6 7 Х Ц ЋЌежfgЌ­()_`ВГ./0178їѓыѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓцѓпиЮШЮ hZoЁ0JjhZoЁ0JU hR~ŠhZoЁ hЧq9hZoЁ hZoЁ>*hR~ŠhZoЁ6hZoЁhR~ŠhZoЁ5O2MN˜™СТо+,ab€ъ'(_Ѓџ < = o їїїђђъђђђђђъђђђђђъсђђђђъђђ„h^„hgdZoЁ & FgdZoЁgdZoЁ$a$gdZoЁ0Iўўo š ё   L M x Ў є g Ж  Z Ѓ ю 6 u v Ф Х Ћеf’“њњњњђњњњњњњњњњњњњњђњњњњњњњњњ & FgdZoЁgdZoЁ“ЋЌ(_В/09:;FGHIJїђђђђђђцфтцфттђ „ќџ„&`#$gdZoЁgdZoЁ & FgdZoЁ89;<BCDEFIJњіьњьсьњік hR~ŠhZoЁhZoЁ0JmHnHujhZoЁ0JUhZoЁ hZoЁ0J &1h:pZoЁАа/ Ар=!А "А #€$%АЅ@@ёџ@ NormalCJ_HaJmH sH tH DA@ђџЁD Default Paragraph FontRiѓџГR  Table Normalі4ж l4жaі (kєџС(No List4 @ђ4 Чq9Footer  ЦрР!.)@Ђ. 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