In this tutorial, learn strategies for differentiating the components of instruction: content, activities, and assessments. Lynn Hiller and Gayle Gregory discuss strategies, and teachers model differentiation that provides a variety of resources and options for students to choose their method of processing the content and demonstrating their learning.

In this video, Cathy Melahn models the use of differentiated cooperative group learning. She differentiates the content and the learning process to meet diverse needs at various levels of reading readiness.

MaryEllen Vogt, EdD, describes effective strategies for differentiating lesson plans and providing scaffolding for instruction, especially for ELLs. She contrasts undifferentiated and differentiated settings and emphasizes the importance of addressing student needs.

In this video, observe verbal and nonverbal strategies for communicating effectively and with sensitivity to show interest in students while holding them accountable for meeting expectations.

Observe engaging instructional strategies that prompt lively interaction among high school biology students and motivate them to construct their own knowledge. Matthew Swope challenges students, reinforces them, instills confidence, and deals effectively with misconceptions.

In this video, discover strategies for recognizing and responding to the basic needs of students. Brian Fireng models effective responses to individual students who struggle for mastery as a result of language inadequacy.

In this video, observe the teacher's organization, clarity, professionalism, and interpersonal skills as she conducts a parent-teacher conference. She explains the progress report, outlines teaching strategies and homework expectations, and suggests ways for parents to help.

In this video, we’ll see a teacher reviewing the academic language tied to arguments and the Common Core State Standards. We'll also hear from Linda Lewis about the importance of building academic vocabulary.

A senior math content specialist demonstrates how the Common Core grade 3-4 fraction concepts build upon and connect to each other. A grade three focus on unit fractions and equivalence using visual models extends to reasoning about mixed numbers and fraction operaations in grade 4.

This video illustrates the level of cognitive demand consistent with expectations of the Common Core State Standards for Mathematics. Phil Daro discusses how the Mathematical Practices encourage maintaining a high level of cognitive demand during a lesson.

This final segment features Bill Stepien and his seventh grade social studies class. Students have already done some research about 19th century child labor conditions in London mills, and Bill Stepien has asked them to pursue a particular area of inquiry for problem-based learning. He reminds students that they will act as Members of Parliament to define the specific problem each wants to solve.

Dr. Saphier shows that all of the areas of performance are active simultaneously, with some more easily seen than others.

In this tutorial Grant Wiggins, Ed.D., and Rick Stiggins, Ph.D., talk about aligning assessments with standards and learning goals. Third grade teachers, Jennifer Rodman and Melissa Sutton, model the planning process beginning with the standards and building their lessons and assessments around the standards.