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  • ALL-ED Routines
    • Engagement & Management
    • Group Learning
      • Managing Groups
      • Gather Responses
        • Domino Discover
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        • Inner and Outer Circle
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        • Sum it Up
      • Peer Help
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        • Save the Last Word
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      • Collaborate
        • Open Space
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        • Idea Carousel
        • 2 x 2 x 2
        • Jot Notes
        • Mine, Yours, Ours
        • CRED
        • FQA
        • Vocabulary Connections
    • Independent Tasks
    • Durable Learning Routines
      • Primary Source Learning Routines
      • Images Draw You In
      • Crop It
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      • Life in a Box
      • Read, Write, Reflect, Revise
    • CoTeaching Playbooks
  • Differentiated Instruction
    • “Play” Design
    • CARR Test
    • Agility Thinking & Teacher Decisions
      • Task Structure
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        • Scaffolds
        • Supports/Extensions
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    • Differentiated Instruction Made Practical: Harvard, February 2018
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Pictures of Differentiated Instruction Practices

Home About Us Professional Learning Pictures of Differentiated Instruction Practices

Planning Differentiated Instruction

Planning begins with the CARR test – is your curriculum Clear, Accessible, Rigorous, and Relevant for ALL students?

See Classroom Examples of Tools to Support Planning

Picture Set 1

Picture Set 2

Group Learning Routines

Students often work in small groups to facilitate meeting the needs of all learners. Teachers use small groups to gather formative assessment data, for peers to help each other through tutoring and offering feedback, and to collaborate as a team to build ideas and products that could not be created alone. Throughout all group learning routines students are practicing their academic vocabulary, presentation skills, and social interaction skills.

See Classroom Examples of Systems and Structures that Support the Management of Group Learning

Picture Set Group Learning 1

Picture Set Group Learning 2

Self-Regulated Learning

The ALL-ED framework is based on the belief that to differentiate instruction, students must be actively recruited in setting goals, monitoring progress, and reflecting on outcomes.  We feel it is impossible for teachers to make decisions to differentiate instruction without students taking an active role in self-regulated learning.

See examples of ways teacher promote self-regulated learning (SRL).

SRL Picture Set 1

SRL Picture Set 2

Full set of examples

 

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