Teacher-Initiated Differentiation

Jacque Ensign

doi:10.5951/teacchilmath.19.3.0158

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Teacher-Initiated Differentiation

Author: Jacque Ensign

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Volume/Issue:: Volume 19: Issue 3

Page(s):: 158–163

DOI:: https://doi.org/10.5951/teacchilmath.19.3.0158

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Subjects:: Grade(s) or Audience, Math Coordinator/Math Coach/Department Chair, Math Topic, Other Topic, Teaching and Learning Instruction, Differentiation, Professional Development / Teacher Training

Two classrooms become models for their large, urban district.

Contributor Notes

^*Jacque Ensign, jaensign@seattleschools.org, is a school-based professional development coach with the Seattle Public Schools. As a former university teacher educator, she focused on preparing K–grade 8 teachers to effectively teach diverse groups of students. She has published widely on culturally relevant elementary school mathematics instruction.

(Corresponding author is Ensign jaensign@seattleschools.org)

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