Differentiation

The leading expert in differentiation is:

• Rick Wormelli
• Heidi Hayes Jacobs
• Carol Ann Tomlinson

In a differentiated classroom, the students will receive less:

• direct instruction
• cooperative work
• small group instruction

The best method for a teacher to demonstrate the premise, "In this class we are never finished; learning is a process that never ends" is by effectively utilizing

• anchor activities
• curriculum compacting
• formative assessments

Providing extended and direct support to students, then slowly pulling pieces of this support away until the student is autonomous regarding the skill or content is called:

• scaffolding
• compacting
• tiering

Streamlining the curriculum to buy time for enrichment or remediation is called

• scaffolding
• compacting
• tiering

This type of assessment is the one most commonly used in a traditional classroom.  It offers little feedback because a teacher usually moves on to the next concept before the results are even shared.

• pre-assessment
• summative assessment
• formative assessment

In a differentiated unit lesson plan, when would a formative assessment be given?

• before the lesson
• during the lesson
• after the lesson

Dividing instruction into 3 levels based on student readiness is called:

• scaffolding
• compacting
• tiering

The ultimate goal of differentiation is for the teacher to offer each individual student a different, unique lesson every class.

• True
• False

Teachers can differentiate instruction based on:

• readiness
• interest
• learning profile
• all of these