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In Chapter 2, several major factors were outlined that are contributing to the current interest in a differentiated instructional approach. Depending on the context in which you work, some of these variables may be more prominent than others and affect your own capacity to implement a differentiated classroom.
Recalling that the areas outlined were those below, describe the impact you perceive at least three of these factors has (or will have) on your own ability to implement a differentiated classroom. In your response, please identify one area that you think is the least impactful or will have little to no bearing on your ability to implement a differentiated classroom:
* Standards-based reform
* Student-based progress monitoring
* Universal Design for Learning
* Technology
* Understanding by Design
* Curriculum Mapping
* Response to Intervention
* Legislation (ESSA, IDEIA)
EXCEPTIONAL EFFORT on Writing Assignments
A student who seeks an exceptional grade for the writing component (A- or A) will significantly exceed the standard
requirements for all assignments (students receive one grade for all writing assignments). Use of two or more outside
sources (properly cited) to support CTQ essays; when possible, personal interjections about the relevance of the
CTQ/JAS to your situation; CTQ essays above 700 words and JAS above 330 words; no plagiarism (all source
quotes offset by quotation marks); no or very minor writing convention errors—all these indicate a student has put
in exceptional effort to complete the CTQ essays and journal summary.
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