Activity 2-1 (slide #8) Most, if not all, educators would probably agree with this quotation from Earl. However, what are some specific obstacles or challenges teachers face in trying to personalize their instruction? Is it realistic for schools to be able to overcome these obstacles? How? Let’s discuss these questions as a group. Possible responses: Obstacles or challenges—Lack of adequate planning time, the security some teachers feel using the traditional textbook and teaching manual, lack of targeted professional development in the area of differentiation. Though it time, most challenges can be overcome by: using available resources to schedule more planning time blocks for teachers; determining teachers’ training needs beforehand and then planning professional development to match those needs; and, creating a teacher mentor or coaching arrangement whereby staff that are more confident and receptive to differentiation would be paired with those who are reluctant or less confident in this area. Activity 2-2 (slide #8) A LPG is usually designed to reflect about one week’s worth of instruction depending on the concepts/skills being taught. REMEMBER that the LPG is designed to be used during STUDENT WORK TIME AFTER WHOLE GROUP INSTRUCTION and GUIDED PRACTICE. Partner up or work in triads to discuss: Is this example of an LPG realistic and practical for a teacher or grade level team to use effectively? If yes, how could you divide up the planning work among your teammates so that no one teacher has to develop the LPG on his own? If this entire LPG does not seem realistic to you, what could you adjust, condense, adapt, or use in part that would strengthen your current plans for differentiation with your students?
Activity 2-1 (slide #8) Most, if not all, educators would probably agree with this quotation from Earl. However, what are some specific obstacles or challenges teachers face in trying to personalize their instruction? Is it realistic for schools to be able to overcome these obstacles? How? Let’s discuss these questions as a group. Possible responses: Obstacles or challenges—Lack of adequate planning time, the security some teachers feel using the traditional textbook and teaching manual, lack of targeted professional development in the area of differentiation. Though it time, most challenges can be overcome by: using available resources to schedule more planning time blocks for teachers; determining teachers’ training needs beforehand and then planning professional development to match those needs; and, creating a teacher mentor or coaching arrangement whereby staff that are more confident and receptive to differentiation would be paired with those who are reluctant or less confident in this area. Activity 2-2 (slide #8) A LPG is usually designed to reflect about one week’s worth of instruction depending on the concepts/skills being taught. REMEMBER that the LPG is designed to be used during STUDENT WORK TIME AFTER WHOLE GROUP INSTRUCTION and GUIDED PRACTICE. Partner up or work in triads to discuss: Is this example of an LPG realistic and practical for a teacher or grade level team to use effectively? If yes, how could you divide up the planning work among your teammates so that no one teacher has to develop the LPG on his own? If this entire LPG does not seem realistic to you, what could you adjust, condense, adapt, or use in part that would strengthen your current plans for differentiation with your students?
diff_instruction_guide_2_of_3.docx