Michael Emerson and Amanda Klatt
Project Abstract
Abstract: Differentiated instruction and assessment involves providing students with multiple avenues for learning in the same classroom. Students have different learning needs and skill levels, and teachers develop teaching materials and methods so as to enable all students in the classroom to learn in the way that makes most sense for them individually. As part of our project, we conducted a survey of SAR teachers to find out which teachers practice differentiated instruction and what their most common methods were. We then visited a number of classrooms to watch these teachers in action and analyze their methods. We witnessed a few different strategies used by teachers, but felt that, overall, differentiated instruction is not used frequently by SAR’s teachers. We then produced two different projects that utilized differentiated instruction and assessment and put them into practice in our own Tanakh classrooms. Further research would determine what obstacles exist in SAR preventing the use of differentiated instruction; ways in which differentiation is used differently in Judaic and secular studies; and the effectiveness of differentiation strategies on student learning outcomes.
Abstract: Differentiated instruction and assessment involves providing students with multiple avenues for learning in the same classroom. Students have different learning needs and skill levels, and teachers develop teaching materials and methods so as to enable all students in the classroom to learn in the way that makes most sense for them individually. As part of our project, we conducted a survey of SAR teachers to find out which teachers practice differentiated instruction and what their most common methods were. We then visited a number of classrooms to watch these teachers in action and analyze their methods. We witnessed a few different strategies used by teachers, but felt that, overall, differentiated instruction is not used frequently by SAR’s teachers. We then produced two different projects that utilized differentiated instruction and assessment and put them into practice in our own Tanakh classrooms. Further research would determine what obstacles exist in SAR preventing the use of differentiated instruction; ways in which differentiation is used differently in Judaic and secular studies; and the effectiveness of differentiation strategies on student learning outcomes.
Some SamplesMichael Emerson - Differentiated Project #1 - Jeremiah’s Trial (Jeremiah 26)
Student Copy Part 1
Student Copy Part 2
Unit Lesson Plan
Amanda Klatt - Differentiated Project #2 - Noah’s Vineyard (Gensis 9:18-29)Student Copy
Unit Lesson Plan
Student Copy Part 1
Student Copy Part 2
Unit Lesson Plan
Amanda Klatt - Differentiated Project #2 - Noah’s Vineyard (Gensis 9:18-29)Student Copy
Unit Lesson Plan