CCSS & Differentiated Classrooms

Strategy for Differentiated Teach & Learn

Course Material:
Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.

The first 2 pages is for part of the document.

The second part is a one page. See all instructions below.

CCSS & Differentiated Classrooms

What we have learned so far in this course is that students come to us with assorted characteristics, physical and cognitive disabilities, multicultural backgrounds, and diverse learning needs. We have also learned that the systems of the Common Core State Standards (CCSS) are grounded in differentiated instructional practices to form the basis of quality curriculum.

As noted in Week Two, your participation in your school’s Professional Learning Community (PLC) as developing experts in implementing differentiated instruction will guide your PLC team to create a two page Word document-based prospective blog (not an actual blog at this time) that identifies differentiated assessment and teaching strategies. These strategies can be used to assess student mastery of the new Common Core State Standards while providing engaging and rigorous classroom instruction.

**For the purpose of this assignment, you will be using a Word document (two pages) to create a prospective blog that can be designed online at another time.**

Within your blog, you must include:
•An overview and focus of the Common Core State Standards initiative
•The purpose of the Common Core State Standard’s conception (what are the expectations of the CCSS)?
•The academic impact the Common Core State Standards
•A description of the Standards for Mathematics
•A description of the Standards for English Language Arts
•How differentiated instruction is an essential strategy for the CCSS?
•Five or more differentiated strategies, tools, or activities that’ll support teacher’s implementation of the CCSS for Mathematics
•Five or more differentiated strategies, tools, or activities that’ll support teacher’s implementation of the CCSS for English Language Arts
•Analysis of how differentiation can be applied to teaching in the classroom.

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Discussion 1:

Common Core State Standards (CCSS)

Chapter 5 states:

Differentiated instruction is built on a foundation of effective teaching practices. Quality curriculum is one of these defining principles, as what is taught serves as the basis for how it is taught. Quality curriculum has its basis in standards, or descriptions of student outcomes in content areas. (p1)

However, many educators have concerns regarding these new standards for various reasons outlined in Chapter 5 in the textbook including, but not limited to:
•Lack of training to implement the new standards
•A realistic view of standard mastery of students with special needs
•Too much government control over creative freedom of instruction
•How these new standards will be implemented on such a large scale
The Common Core State Standards (CCSS) are meant to provide educators and parents with a consistent and clear understanding of student expectations. While written to address English Language Arts and Mathematics, the CCSS address college and career ready knowledge and skills in preparing students to transition from high school to college.

Assignment Instructions:

First, read Chapter 5 of the course text. Then view the webinar, “Common Core State Standards: Where Does Differentiating Fit”.

Next, read and respond to the following scenario:

Ms. Phillips instructs in a middle school inclusion class with 20 ‘typical’ students, three students who have an IEP for a Specific Learning Disability, one student who has an IEP for “Other Health Impairment” (ADHD) and two students who are identified as ELL. Her class is beginning with a unit on the American Civil War that will focus on the significance of the Civil War Battle and the reason and significance behind President Lincoln’s Emancipation Proclamation.