Planning and Organizing Standards-Based Differentiated Instruction

Abstract

The goal of the Common Core State Standards Initiative is to ensure that states have a progression of K-12 standards in place that ensure that students have the knowledge and skills in mathematics and English Language Arts to graduate from high school ready for college and careers. Just as states will need to modify or create new curriculum frameworks and instructional materials to match the Common Core State Standards (CCSS), states will also need to significantly alter their assessments to ensure alignment with the CCSS. Assessments play a critical role in state education systems, providing consistent measures of whether or not students are meeting or exceeding the state's academic standards. A coherent assessment system anchored in college-and career-ready expectations will include a combination of measures designed to meet the following goals: Effectively measure the depth and breadth of the CCSS;

The Effect of Problem Based Learning and Teams Games Tournaments Model to Improve Competencies

“…The PBL model encourages students to find problem solving. The PBL provides an opportunity for students to select and solve identified problems (Chapman and King, 2014). The learning process involves students and helps students think critically.…”

Examining the Implications of Differentiated Instruction for High School Students’ Self-Actualization

“…According to Chapman andKing (2014), Watts-Taff et al (2013), Chamberlin (2011), Hall et al (2004) and Piggott (2002) differentiated instruction is a way of teaching students with different abilities in the same classroom.…”

Shape Shifting: The Impact of Student and Teacher Choice on Differentiation in a Detracked, Standards-Based High School Geometry Classroom

“…Differentiated instruction offers promise to achieve these goals through developing and using varying methods and materials to reach all students. Differentiated instruction can enable struggling students to grasp concepts more effectively, motivate them to participate and engage in meaningful dialogue, and keep them from falling behind their peers, as well as push advanced learners to increase their knowledge and skills in areas explicitly connected to the standards (Burris & Garrity, 2008;Chapman & King, 2014;Ferlazzo, 2013).…”