About the resources
Module 1 Sessions
Module 2 Sessions
About the resources
Module 1 Sessions
Module 2 Sessions
Full resource
Full resource

Module Two: Preparing for Responsive and Differentiated Instruction and Assessment

Module Two Sessions


Learning Launch

During this facilitated learning opportunity, participants will explore practices that will help them prepare for inclusive and differentiated instruction. The session begins with participants reflecting on what personal strengths or factors might influence their ability to learn during this session. Participants then suggest questions, actions, and strategies a facilitator might use to optimize learning for all participants. Building upon these ideas, participants propose questions, actions, and strategies that could be used to prepare for inclusive teaching and learning. After refining their initial ideas, participants suggest how these questions, actions, and strategies might be used in their own contexts and with their own students. Finally, they synthesize, consolidate, and communicate their learning by identifying how they might differentiate a lesson or series of lessons.

PDF documentLearning Launch [PDF]
PPT fileLearning Launch [PowerPoint]

Grouping Students for Success

During this facilitated learning opportunity, participants refine their abilities to group students. After brainstorming possible questions and criteria that could guide the grouping of students, participants use their ideas to suggest possible groupings for a sample learning activity. Participants then refine their suggestions in light of a sample class profile. Participants then co-develop criteria to guide the grouping of students, then use the criteria to rank their suggested groupings. Finally, they synthesize, consolidate, and communicate their learning by identifying how they might use the criteria to differentiate a lesson or series of lessons.

PDF documentGrouping Students for Success [PDF]
PPT fileGrouping Students for Success [PowerPoint]

Identifying the Focus of a Lesson

During this facilitated learning opportunity, participants refine their abilities to identify and differentiate the focus of a lesson. The session begins with participants ranking statements that might be the focus of lessons. Reflecting on these rankings, participants suggest what qualities or characteristics make the focus of a lesson meaningful. Participants then examine a variety of sources to identify powerful practises and criteria that could be used to identify and select a meaningful focus of a lesson. These practises and criteria are then used to refine and differentiate the focus of lessons. The session concludes with participants using the criteria to identify and differentiate the focus of their lessons.

PDF documentIdentifying the Focus of a Lesson [PDF]
PPT fileIdentifying the focus of a lesson [PowerPoint]

Differentiating Learning Tasks and Questions

During this facilitated learning opportunity, participants use criteria to guide the differentiation of learning questions and tasks. The session begins with participants assessing the appropriateness of sample learning tasks, then co-developing criteria for an effectively differentiated learning task or question. Participants then examine learning tasks and lesson plans and use the criteria to suggest how the learning tasks might be differentiated to meet the needs of sample students. To conclude, participants reflect on how to use knowledge of their learners to differentiate a learning task of their choice.

PDF documentDifferentiating Learning Tasks and Questions [PDF]
PPT fileDifferentiating Learning Tasks and Questions [PowerPoint]

Selecting Powerful Instructional Strategies

During this facilitated learning opportunity, participants refine their abilities to select instructional strategies to support student success. They begin by reflecting on the relationship and difference between universal design and differentiation. After brainstorming examples to correspond to categories instructional strategies, participants examine criteria that could be used to guide differentiation of strategies. Participants then examine a classroom scenario and a sample student profile, and use the criteria to suggest instructional strategies that would support the student’s needs. Participants extend their understanding of instructional strategies by exploring how the criteria might be applied to select and differentiate instructional strategies for their students. Finally, they synthesize, consolidate, and communicate their learning by identifying how they might differentiate a lesson or series of lessons.

PDF documentSelecting Powerful Instructional Strategies [PDF]
PPT fileSelecting Powerful Instructional Strategies [PowerPoint]

Confirming Student Learning

During this facilitated learning opportunity, participants explore and refine guiding questions and criteria that can be used to plan and design meaningful and differentiated assessment. To begin, participants suggest how a sample lesson might be assessed. Participants then collaborate in groups to examine sources and develop questions that can guide the planning and design of meaningful and differentiated assessment. After using these questions to develop criteria, participants develop suggestions for meaningful and differentiated assessment in sample lessons. Participants then use the questions and criteria to plan and design meaningful and differentiated assessment in their teaching materials. The session concludes with participants suggesting four practical and powerful refinements to effectively differentiate a lesson or series of lessons of their choice.

PDF documentConfirming Student Learning [PDF]
PPT fileConfirming Student Learning [PowerPoint]

Consolidating Our Learning

During this facilitated learning opportunity, participants reflect on their learnings about differentiated practice from previous sessions. They explore connections and relationships among the session themes and identify questions and criteria that could be used to guide the differentiation of instructional and assessment practices. After identifying practical and powerful refinements to effectively differentiate a lesson or series of lessons of their choice, participants suggest important next steps for their professional learning.

PDF documentConsolidating Our Learning [PDF]
PPT fileConsolidating our Learning [PowerPoint]

For more information

Please direct your inquiries to:
Usha James, Executive Director
Andy Nesbitt, Director of Business Development