Teacher Inquiry, Reflection, and Data-Informed Instruction - Research and Resources

This article provides a literature review on re-teaching, a subject the authors say is not widely described or reported.

This is an opinion piece in a periodical for school leaders about the importance of reteaching

This research article describes how teachers use the data available to them, and whether or not they change their instructional delivery in response.

This article describes the types of adjustments to teaching that can be made based on data.

Several chapters in this book focus on making instructional adjustments (immediate, near-future, or "last chance") based on data.

"Learn how to differentiate instruction while maintaining a rigorous learning environment. In this practical book, rigor expert Barbara R. Blackburn shows that the differentiated classroom doesn't mean extra work for top students and easy work for others; instead, you can have high expectations for all students and provide scaffolding so that everyone can reach success."

"Research has suggested that differentiation is a responsive approach to teaching rather than a set of strategies. In this study, researchers generated a logic model to describe how members of a two-teacher team collaborated to differentiate instruction and to examine the learning connections that five seventh graders made in an integrated unit. Data from interviews, observations, and work samples showed how teachers encouraged engagement by identifying students' strengths, tapping interests, and extending their thoughts."

This study examines how online teachers meet the needs of diverse learners by asking them for their definition of differentiation and how differentiation is seen in their practice.

"This article is about actions on which educators can focus for planning and implementing instruction in online learning environments."

"In this position paper, we review the practice of differentiation -- a universal concept aimed to support diverse students in our classrooms. In exposing the wide-ranging practices of differentiated instruction, and critiques of current implementation, we argue that differentiation in the mathematics classroom needs to be reframed in terms of a social justice perspective. In doing so, we argue that differentiation practices need to move from a focus on cognitive achievement/performance outcomes that serve to divide/label students towards a focus on student well-being and productive mathematical disposition."