It goes without saying that the most critical component of preparing educators lies in their ability to competently teach. Differentiation provides a framework to develop classrooms where realities of genuine student variance can be addressed with curricular realities. The author describes a professional development project that differentiated a series of teacher workshops that were designed to increase teachers’ perceived competency to differentiate instruction. The purpose here is to describe a collaboratively created and implemented professional development program designed to train staff in ways to differentiate instruction for all learners. Sample training activities, along with perceptions from participants and suggestions for realistic extensions are shared.
Sobel, Donna M.
"“Been there---ah, haven’t tried it that way”: A Professional Effort to Differentiate Instruction,"
Essays in Education: Vol. 2
, Article 4.
Available at: https://openriver.winona.edu/eie/vol2/iss1/4