Introduction and Rationale

• Briefly contrast the expectations for helping all students that are held for today's teachers with those held for teachers in earlier eras.
• Describe the main practice used in the past to help reduce the range of abilities and needs in classrooms.
• Define what is meant by "using multiple models."
• Define what is meant by "differentiating instruction."

Using Multiple Models

• Describe why it is important for teachers to have a rich repertoire of teaching models and practices.
• Discuss factors that should be considered when choosing a particular teaching practice or the use of multiple models.
• Provide examples of how particular models and strategies can be used over a unit of work to accomplish important standards and objectives.

Differentiating Instruction

• Discuss the rationale for differentiating instruction and describe theoretical perspectives that provide context for its use in classrooms.
• List the key features of the differentiated classroom and compare these to features found in traditional classrooms.
• Explain how teachers use the planning process to adapt and modify instruction to meet the needs of particular students.
• List and discuss instructional strategies that support differentiation.
• Define flexible grouping and list and discuss the factors teacher must consider if they are to use this practice successfully.

Management and Assessment in the Differentiated Classroom

• Describe special classroom management concerns for teachers trying to differentiate their instruction.
• Provide the rationale for continuous integration of assessment with instruction.
• Explain why it is important to evaluate student progress and growth in the differentiated classroom rather than making just normative comparisons.