How have the state standards for this subject guided your teaching?
The state standards should serve as a frame that I can build around, much like how a house is constructed. The standards represent the most important and essential ideas that I must focus on, since a house without a good foundation will not stand. Once you are confident that a lesson has addressed the standard you were aiming for you can try to extend the lesson, building upon the frame.
Describe an approach you have used to differentiate instruciton for students?
While I have never actually differentiated instruction, I have some experience working with planning for differentiated instruction. The underlying theme when differentiating instruction is to examine each students need on an individual basis. In other words, there is no "one size fits all" approach that will solve every students problem. Instead, IEP's should be consulted and updated frequently. One student may be uncomfortable with their surrounding environment, so a seat change could be necessary. Other students may need additional time on tests, or possibly a restructured test.
While a lesson is ongoing, how can you tell if students are getting the material?
I have been in classrooms where students have "tuned out" the teacher, and I would say the biggest indicator is body language. Students who aren't following the lecture tend to slouch and are less likely to make eye contact with the teacher. If you suspect a student is not following along, you can always prompt them with a question. There response should provide with the answer you are looking for.
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