D2L Minds Online
Assessment Component Main Page
1.1 Assessment Planning
1.2 Assessment for Learning
1.3 Learning Goals and Success Criteria
1.4 Descriptive Feedback
1.5 Assessment as Learning
1.6 Assessment of Learning
Leadership Component Main Page
2.1 Instructional Leadership
2.2 Professional Practice
2.3 Flexible Structures
2.4 Professional Inquiry
2.5 Student Well-being
Student Engagement Component Main Page
Student Engagement Criteria
3.1 Inclusive Environment
3.2 Partners in School Improvement
3.3 Student Voice
Curriculum Component Main Page
4.1 Culture of High Expectations
4.2 Literacy and Numeracy
4.3 Teaching and Learning in the 21st Century
4.4 Student Inquiry
4.5 Differentiated Instruction
4.6 Relevant Resources
4.7 Tiered Interventions
Pathways Component Main Page
5.1 Education and Career Planning
5.2 Experiential Learning
5.3 Varied Programs and Pathways
5.4 Extended Opportunities
Partnerships Component Main Page
6.1 School Councils
6.2 Valued Partners
6.3 Community Partnerships
6.4 Parental Support
Indicator 4.5: Differentiated Instruction and Assessment
Instruction and assessment are differentiated in response to student strengths, needs and prior learning.
At the school:
Knowing each learner through documentation and analysis of qualitative and quantitative data from a variety of sources is a school-wide priority.
A wide range of instructional strategies (e.g., parallel tasks, open problems, tiered assignments) are used to meet the diverse learning needs of all students.
Individual and team planning is based on assessment of student strengths and needs.
Student work is analysed to identify ways to differentiate instruction and assessment.
In the classroom:
Based on the analysis of student data, personalized learning activities are designed to address students’ diverse learning preferences, interests, and readiness to learn a concept.
Students are grouped and regrouped, frequently and flexibly.
Learning groups are based on prior assessment of student learning, strengths and needs, interests and/or learning preferences.
Choices are provided based on prior assessment of student learning, interests and/or learning preferences.
Students are taught how to make choices (e.g., assignment, learning centre task, resources) based on their readiness, interests and learning preferences.
Learning goals reflect student learning needs and support student achievement of the curriculum expectations.
Students whose culture/first language differs from the culture/language of instruction are intentionally supported in order to be able to access the intended learning.
Make choices (e.g., assignment, resources, learning centre task) based on their readiness, interests and learning preferences.
Work in groups and follow collaborative group norms.
Have opportunities to identify their learning preferences and/or environment (e.g. individually, in a quiet location away from others, in an active area of the room, as part of a group).
© 2012 - Limestone District School Board