I wish the author included an example here. I still get educational content and educational curriculum confused. I understand it as curriculum is the subject being taught and the content is the skill. Example: Geometry is the curriculum and how to find the area of a square is the content. I need to read more on this. I did refer to our book, Methods for effective teaching meeting the needs of all student. page 57 and page 79. Curriculum: " which is the content to be taught." Content: "refers to the knowledge, skill, concept, or creative process you wish your students to learn."

Which files? IEP's? Not every student has one. It would be nice if there was a system in place that held a student's learning/academic profile. I realize we have WEVIS 2.0 in West Virginia, but this system does not hold information on learning and assessment preferences, student work practices or reinforcers. This type of system would be beneficial when students change schools,or promote from primary to intermediate, etc. It would take a lot do to and take time. I would settle for knowing a students previous STAR or iXL diagnostic scores.

I hope this makes sense. I have been working with a student on their use of an augmentative and alternate communication (AAC) device. I see this device as a form of an differentiated formative assessment and an assessment as a form of communication. The AAC can be seen as an alternate way for a student to communicate. In what way can my students express their needs, wants and provide answers to questions. Can they do this verbally with clarity? Or do they use hand gestures? Do they write it using a form of grapheme. An AAC is just another form. I think about an assessment as a form of communication. When I think about differentiating my assessment I ask myself, in what from can my student express (communicate) their knowledge. Are they able to circle answers on a test, can they verbally express their knowledge to me. Can they draw me a diagram that expresses their learning. I see them both as forms of expression.

This year has been an adjustment for me. I have tried changing my teaching style to meet the needs of my students but I find it really hard. My teaching mentor suggested that I perfect what comes naturally and then add what I need to meet my students needs. She explained to me that if I teach my best using interesting powerpoints that have cool graphics and animation use that as my base method, then add a kahoot, a movement activity or a group discussion to that lesson. Work with what you do best and then add what you need.

I feel that standards are the only thing that stay the same. I have seen school diagnostic systems change, yearly, along with curriculum. This year my LEA is adopting a new math system (book and diagnostic system). I am all for innovation and adapting systems so the needs off all are met, but sometime these changes happen so fast it can be hard to adapt.

This definition of differentiated instruction reminds me of a course on Universal Design for Learning (UDL) that I took many years ago. UDL is fashioned around, when designing content, instruction and assessment you ensure you have flexibility and choice so that unintended barriers to learning are removed. There are 3 main principles to UDL, teachers provided multiple means of engagement, representation, and action and expression for each item taught.