Self-Assessment Indicators and Scoring Sheet Indicators of Differentiation Evidence of Indicators O S N Item Principle One: How do I optimize the learning environment to maximize achievement for all students? Responsive Learning Environment 1. All students function as a community There is evidence of the following in the classroom: of learners. Students use positive social skills Students are engaged in cooperative learning activities Students collaborate with teacher(s) Students help each other without teacher prompting Students solve problems together Students engage in activities that build awareness of varying abilities and cultural, ethnic, and linguistic diversity. 2. All students are provided Lessons or units of study are designed to include options for students to make choices opportunities for choice-making related to content, process, or product, and according to readiness, interest, and/or within meaningful learning activities. learning preferences. For example: Reports and assignments on self-selected topics Self-selected project materials (text sets: magazines, newspapers, books, interviews) Variety of available multi-media (video, podcasts, slides, music) 3. All students understand that fair does All students’ behavior reflects their understanding of the meaning of “fairness”. not always mean “equal”. For example: Students recognize and accept that instruction and assignments may be different for different students. 4. All students are physically and Student interests and perspectives are acknowledged by others. emotionally safe. Students have accessibility to all areas of the classroom (center, stations, bathroom, storage, etc.). Totals for Principle One:
Self-Assessment Indicators and Scoring Sheet Item Indicators of Differentiation Evidence of Indicators O S N Principle One: Responsive Learning Environment How do I optimize the learning environment to maximize achievement for all students? 1. All students function as a community of learners. There is evidence of the following in the classroom: Students use positive social skills Students are engaged in cooperative learning activities Students collaborate with teacher(s) Students help each other without teacher prompting Students solve problems together Students engage in activities that build awareness of varying abilities and cultural, ethnic, and linguistic diversity. 2. All students are provided opportunities for choice-making within meaningful learning activities. Lessons or units of study are designed to include options for students to make choices related to content, process, or product, and according to readiness, interest, and/or learning preferences. For example: Reports and assignments on self-selected topics Self-selected project materials (text sets: magazines, newspapers, books, interviews) Variety of available multi-media (video, podcasts, slides, music) 3. All students understand that fair does not always mean “equal”. All students’ behavior reflects their understanding of the meaning of “fairness”. For example: Students recognize and accept that instruction and assignments may be different for different students. 4. All students are physically and emotionally safe. Student interests and perspectives are acknowledged by others. Students have accessibility to all areas of the classroom (center, stations, bathroom, storage, etc.). Totals for Principle One:
FIN-DI%20Self-Assessment%20Tool.docx