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Indicator 5 – Adjusts Instruction

Managing the Classroom

Engaging Students in Learning

Indicator 5 - Adjusts Instruction UETS 2b., 3b., 5c., 7a., 7b., 7c.

Effective teachers differentiate the curriculum to match the learning pace and level of students by (1) dividing students into groups to provide more direct teaching for remediation, (2) revising teaching strategies, or (3) re-teaching material. They give students opportunities to participate in activities tailored to meet their needs.


  1. Organize your classroom so that learning resources are easily accessible such as:
    • Reserve part of the room for independent, quiet study.
    • Plan other areas for small-group instruction.
    • Arrange the classroom in such a way that the teacher and students can move around in an unobstructed manner.
  1. Formatively assess students before, during, and after the lesson. Some examples of formative assessment include:
    • Pre-assessment
    • KWL charts
    • Questioning
    • Response cards
    • Exit tickets
    • Observation
    • Quiz
  1. Be willing to make changes to instruction/activities based on formative assessment results.
  2. Create independent learning activities that students can access on their own when studying a topic, concept or skill, including:
    • Clear, specific instructions
    • Relevant informational source materials
    • Study guide questions
    • Self-assessment procedures
  1. Create learning centers that contain multi-media materials, which focus on a single topic, concept, or skill.
  2. Have back-up materials and plans prepared for students who finish an assignment early. Provide activities that are self-selected, self-directed, self-paced, or self-assessed. Be careful to make sure activities are not merely busy work that could be interpreted as a punishment for finishing early.
  3. Make sure you have additional materials on hand if you need to reteach concepts to students who are having difficulty mastering a concept.
  4. Consider cooperative learning groups since both high and low achievers can benefit, especially if all group members are held accountable for their portion of the activity. Higher achievers can assist lower achievers in finishing a task, enhancing learning for both students.
  5. Be willing to revise approaches and learning strategies if curriculum is causing too much frustration during the learning process.
  6. Provide activities that allow for active responses between teacher and students or among students.

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