My Action Inquiry

As a high school mathematics teacher, it is my job to meet all of their learning needs. In my Geometry classroom, I made it a priority to differentiate learning based on student needs. With half of my students on Individual Education Plans and approximately and many of my students taking my course for the second or third time, my attention was directed at differentiating for this population. However, during several staff developments on differentiated instruction, I often found it difficult to lesson plan each day to differentiate for all learners, including those with advanced abilities. It was at then that I recognized that I neglected the students in my room with a high achievement record. In an hour period I must be able to reach students on every level and also assess them regularly. How do I challenge the advanced without neglecting the remedial? How do I meet all their learning needs in my lesson planning? In my end of year observation I recognized I was not engaging all of them fully. Therefore, my final action research question became How does differentiated instruction benefit or inhibit daily lesson planning?