WEBVTT 00:00:00,000 --> 00:00:05,750 [music plays] 00:00:05,750 --> 00:00:14,940 Mr. Shelton has taught high school honors and Advanced Placement or AP mathematics courses for the last twenty-three years. He primarily 00:00:14,940 --> 00:00:23,220 has used whole-group instruction to present concepts and to model problem-solving processes on the board. His students seemed to learn 00:00:23,220 --> 00:00:29,440 the information and performed well on in-class tests and AP exams. 00:00:31,770 --> 00:00:40,390 Two years ago Mr. Shelton began teaching Algebra I, a required course for all students. Although he is teaching the concepts in the 00:00:40,390 --> 00:00:48,950 same manner as before, many of his Algebra I students are not performing well. Some of them score poorly on in-class tests, others 00:00:48,950 --> 00:00:57,180 look bored or even fall asleep during class. Mr. Shelton has heard other teachers talk about things like this in the past but has never 00:00:57,180 --> 00:00:59,870 experienced them in his own classroom. 00:00:59,870 --> 00:01:07,500 Seeking possible reasons for this difference in student performance, he speaks to several Algebra I teachers in his district whose 00:01:07,500 --> 00:01:15,700 students are performing well. They point out that Mr. Shelton's Algebra I class probably has students with a wider range of ability 00:01:15,700 --> 00:01:24,900 levels than he is used to. They explain that they use an approach called differentiated instruction to achieve their results. 00:01:26,830 --> 00:01:34,170 Mr. Shelton is not sure what differentiated instruction is so he sets out to learn more. 00:01:36,300 --> 00:01:37,990 Here is your Challenge: 00:01:37,990 --> 00:01:41,280 What is differentiated instruction? 00:01:41,280 --> 00:01:44,780 How do teachers differentiate instruction? 00:01:44,780 --> 00:01:51,100 How do teachers prepare their students and their classrooms for differentiated instruction? 00:01:51,100 --> 00:01:56,660 What does differentiated instruction look like in the classroom?