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Enhancing Student Learning Through Differentiated Instruction: A Teacher Candidate's Journey

This presentation by Phoebe Budd, a Middle Grades School candidate teacher, reflects on her experiences and strategies in differentiated instruction and assessment during her teaching practice. It covers her understanding of curriculum, learner differences, and her commitment to promoting diverse learning needs in her classroom. Key proficiencies are analyzed, focusing on effective planning, varied instructional strategies, assessment practices, and professional responsibilities. The insights shared aim to guide future educators in maximizing student engagement and learning through involvement.

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Enhancing Student Learning Through Differentiated Instruction: A Teacher Candidate's Journey

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Presentation Transcript

  1. Phoebe BuddSummit PresentationSpring 2014 Website E-Mail Tell me and I forget. Teach me and I remember. Involve me and I learn. - Benjamin Franklin

  2. INTRODUCTION:

  3. Name, Major, School, Grade, Teacher, Subject • Phoebe Budd • Middle Grades

  4. School, Size, Location, Description of Community

  5. Class, Size, Diversity of Students

  6. Schedule

  7. My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching

  8. CANDIDATE PROFICIENCY EVIDENCE:

  9. DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE Proficiency 1.0: The teacher candidate uses knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content. Reflective Analysis: How did I use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

  10. DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY EVIDENCE:

  11. DOMAIN II:PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment. Reflective Analysis:How did I utilize a variety of strategies to differentiate instruction and assessment?

  12. DOMAIN II:PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY EVIDENCE:

  13. DOMAIN III: IMPACTING STUDENT LEARNING Proficiency 3.0: The teacher candidate uses systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction. Reflective Analysis:How did I use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

  14. DOMAIN III: IMPACTING STUDENT LEARNING PROFICIENCY EVIDENCE:

  15. DOMAIN IV:PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT • Proficiency 4.0: The teacher candidate displays a professional commitment to the teaching philosophy of differentiated instruction to support students’ diverse learning needs and to maximize learning. • Reflective Analysis:How did I display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has my teaching philosophy changed during Candidate Teaching?

  16. DOMAIN IV:PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY EVIDENCE:

  17. CONCLUSION: 

  18. Continuing Plan to Develop as a Professional Educator

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