My special education inclusion class contains 24 hardworking students representative of diverse socioeconomic backgrounds. While some students have learning differences, all the students are expected to perform toward the upper edge of their zone of proximal development.

As a National Board Certified Teacher, I know the importance of differentiating instruction and including within each assignment an academic, social, and metacognitive goal. In order to ensure that no child is left behind in the march toward deepened intellectual engagement and citizenship, I try to ensure that all projects help students to answer:

1. What did I learn from this assignment?
2. How does this connect to the world?
3. As a lifelong learner, what information did I learn about myself as a student that I can bring to to the next assignment?