Teachers use differentiated instruction to make adjustments to meet the diverse learning needs of students. Differentiated instruction requires first a search for diversity that will either strengthen or impede effective learning and then teachers respond to the learning needs they perceive by adjusting instruction. This search and response process happens in both in planning curriculum and implementing lessons. The process of searching and responding to academic diversity is sometimes slow and deliberate during planning curriculum, but even during planning, often teachers must make instructional decisions very quickly, literally in split seconds on their feet. Even more challenging is the vast number of instructional decisions that are made in each part of every lesson. Even giving directions to “line-up” for lunch requires a search to see who has their lunch and who is buying and consideration of the movement each student must complete to get their lunch and then join the line. Following this search (also called formative assessment) the teacher may respond by grouping students (by calling the names of the students buying lunch to join the line first) and providing the steps for movement on the board (such as push-in your chair, put on your coat, etc.).
Planning tools up support a CARR curriculum.
Clarity – Circle Unit Planner
Access – Multiple Pathways, Supports
Rigor – Rigor Formula
Relevance – Traction Planner