RESPONSIVE TEACHING IN THE DIFFERENTIATED CLASSROOM
District Documents:District Definition- Responsive Teaching for Differentiated Classroom
Concept Map for RTDC April 2010
In order that each student be provided with instruction that is engaging, personally challenging and affirming and which leads to continuous growth toward district standards and performance expectations, the administration and staff are committed to professional practice that is consistent with the following definition of responsive teaching:
Defining Responsive Teaching in the Differentiated Classroom *
- Responsive teaching is a way of thinking about teaching and learning.
- Responsive teaching in the differentiated classroom connects the learner and the content in meaningful, respectful and effective ways. It is grounded in the teacher's understanding of and connection with each student.
- A cycle of on-going assessment, intentional planning, strategic implementation, and evidence-based reflection drives purposeful instruction which leads to maximum individual growth toward high-level learning goals.
- The responsive teacher designs and manages a learning environment that encourages positive relationships and collaboration, fosters risk taking and independence, builds shared responsibility for learning, and celebrates successes.
The Four Components of Responsive Teaching FrameworkEach component will be operationalized with specifics as to what each looks like in practice. These documents are in early development and models and drafts are included as appendices.
- Professional Knowledge and Principles
- Connecting with the Learner
- Learning Environment
- Cycle of Instruction
*The district is grateful to the following professionals for their contribution to our thinking and this work through professional writing and consultation work: Carol Ann Tomlinson, Jay McTighe, Grant Wiggins, Jim and Lisa Morgan, Richard Miller. An annotated version of this statement is available as appendix; it provides a deeper explanation for word choice. Also please refer to the district professional texts for the 2008-10 which include:
Fulfilling the Promise of the Differentiated Classroom , 2003, Carol Ann Tomlinson
Integrating Differentiated Instruction and Understanding by Design: Connecting Curriculum and Kids , 2006, Tomlinson and McTighe
Suggested additional reading:Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility , 2008, Douglas Fisher and Nancy Frey
Connecticut's Framework for RTI - Using Scientific Research-Based Interventions (SRBI): Improving Education for All Students (Executive Summary) www.sde. ct.gov