according to the text "Criterion 2: Differentiated Instruction

Vision of your ideal
In my own teaching practice, differentiated instruction means creating a classroom environment where every student’s unique needs, abilities, and interests are acknowledged as well as addressed. My vision of an ideal classroom is one that promotes inclusivity and ensures that all students have equitable access to quality education. I aim to provide modified instruction that meets each student at their level, allowing for personalized learning experiences. The related elements of my ideal classroom include flexible grouping, individualized assessments, and varied instructional strategies. By grouping students based on their abilities or interests, I can provide targeted instruction and support. By, using a range of assessment methods allows me to gather data on student’s progress and adjust instruction accordingly. Incorporating different instructional strategies, such as hands-on activities, technology integration, and small group discussions - ensures that students are engaged and learning in ways that work best for them. 
Best practice teaching, in relation to differentiated instruction, involves ongoing assessment, responsive planning, and adapting instruction to meet individual student needs. It requires being aware of student’s strengths and challenges, providing appropriate scaffoldings, and encouraging a classroom culture that values diversity and individual growth. While I strive to differentiate instruction, I sometimes struggle with managing the diverse needs of a large class. In addition, finding the time and resources to create and implement individualized learning plans for each student can be challenging. To bridge these gaps, I plan to seek professional development opportunities, collaborate with colleagues, and explore technology tools that can support differentiated instruction.












Professional Development Goal
The goal related to differentiated instruction and its associated vision is to implement varied instructional strategies that cater to diverse learning styles and needs. In terms of the teaching excellence criterion, I aim to create a classroom environment where all students are actively engaged and supported in their learning. This goal will inspire me to reflect on my teaching practice by examining the effectiveness of my current instructional strategies and seeking new ways to meet the diverse needs of my students. Achieving this goal will have a positive impact on my teaching practice and learner’s learning by promoting a more inclusive and effective classroom environment. By implementing varied instructional strategies, I can better address the different learning styles, interests, and abilities of my students. This will enhance student engagement, participation, and comprehension, leading to improved learning outcomes. 
Additionally, it will support a sense of belonging and empowerment for all learners as they receive instruction that is personalized to their unique needs. This goal represents a new challenge as it requires me to continually explore and implement a wide range of instructional techniques and strategies. It requires being accustomed to the diverse needs of my students and adapting my teaching practice accordingly. It also involves finding resources and support to enhance my ability to differentiate instruction effectively. This goal will deepen my understanding of differentiated instruction and further develop my instructional flexibility and adaptability.
Self-driven professional development strategy
The strategy of differentiated instruction entails modifying instruction to meet the diverse needs of students in the classroom. It involves recognizing that learners have different backgrounds, abilities, interests, and learning styles, and providing instruction that accommodates these differences. Differentiated instruction aims to create a supportive and inclusive learning environment where all students can thrive and reach their full potential.
To inform reflection on differentiated instruction, sources of evidence can include student work samples, observations of student engagement and participation, feedback from students and colleagues, and formal assessments. These sources of evidence provide insights into the effectiveness of the differentiated instruction strategies implemented and help identify areas for improvement.
Envisaged barriers to reflection on differentiated instruction may include time constraints, a lack of resources or support, and resistance to change from students or colleagues. Overcoming these barriers requires prioritizing reflection as an essential part of professional development, by seeking support through learning communities or mentoring, and being open to trying new strategies and approaches. " An action plan is the course of action you will take to implement 
your plans. It consists of a number of steps. For each step, 
provide the following:
What actions will occur?
Who will be involved?
When will it be done?
What resources/ tools will be needed?
What will be regarded as evidence/ indicators of success of your 
learning based on your reflections, i.e. what will successful 
completion of your goal look like for your professional practice?