A Brief Visit to Hallmarks

While unpacking differentiation, I came across some postcards from The Hallmarks of Differentiated Classrooms.  Oh, The Hallmarks!  They are nine strong "pillars" and when combined, achieve that "best-fit" between curriculum and instruction and maximum growth for each learner.

   

These nine pillars, these Hallmarks, are the key to true differentiated learning.

Question: So what? Now that I know this, how does it help me be a "Super-Teacher"?

ANSWERS! (to the best of my understanding)

For successful use of Hallmarks 1 through 3

1.  Assessment and instruction are inseparable. A "Super-Teacher" constantly assesses students' knowledge, understanding, and skill, formally & informally, and alters instruction accordingly.
2.  Knowing the essential learning goals for each lesson allows a "Super-Teacher" to help all students reach the same goal, but providing different pathways to get there.

3.  A "Super-Teacher" helps her students learn their own strengths and limitations (I love the use of this word! Limitations is a better word than "weaknesses". That word makes me shudder...).  They learn to take charge of their learning.  If done right, students become the center to their own learning.  They create the classroom community, pulling together to make sure everyone grows.

Hallmarks 4 through 6

4.  (These hallmarks work hand-in-hand!)  Each student is unique and has his/her own set of goals!  Every individual's growth is the key to the success of the classroom.  A "Super-Teacher" never compares her students but helps each student, and their parents, realize his/her progress!

5.  A "Super-Teacher" creates tasks that cause each student to stretch their understanding and work their way through the "unknown".  It is done successfully through scaffolding.  It prevents the dull and ineffective drill & practice and requires strategic thinking and actions.

6.  A "Super-Teacher" creates respectful and engaging work by assigning work for each student that is just as "inviting and important" as the work the other students are assigned.  Everyone is required to think at their highest level. 

Hallmarks 7 through 9

7.  The key difference between differentiation and accommodating/modifying instruction is forethought.  A "Super-Teacher" plans for things she knows will "affect different students in different ways".

8.  A "Super-Teacher" utilizes various groupings of students every day!  Use homogeneous groups, mixed-skills groups, or interest groups. This allows students to balance needs and productivity - PROBLEM SOLVING!

9.  I think this one is the easiest of the nine.  A "Super-Teacher" uses everything in her classroom to enable her students to work in various ways.  Consider readiness levels and interests when setting up your space and gathering materials for instruction!

Aren't those Hallmarks beautiful??? In all of their glory, they are a lot to take in. Taken a few at a time, though, and they're a lot easier to manage. My goal: to work on meshing these Hallmarks together and make them the keys to instruction, for only then can I truly differentiate. Only then can I become a "Super-Teacher"!