Board
Differentiation
Visual tools that use charts/diagrams to help students organize information
Graphic Organizers
Introducing technical language before a lesson/unit/module to enhance student learning
Frontloading Vocabulary
Grouping students based on specific learning needs and abilities
Strategic Grouping
Breaking down complex information or tasks into more manageable parts
Chunking
Incoporating technological tools and resources to enhance learning experience
Technology Integration
Prompts to help students construct sentences and communicate their thoughts
Sentence Starters
Providing explicit demonstration for students
Modeling
Varying the amount of time for students to comprehend, analyze and respond
Processing Time
Providing students the choice to determine their learning experience
Student Choice
Chunking
Breaking down assignments or tasks into smaller, more manageable chunks helps students focus and learn more effectively. You can chunk by adding images, including discussions, using technology, and provisioning different activities per lesson.
- Chunk Directions: Provide directions to students in parts, so that they only worry about completing one part at a time. It also provides an easy stopping point for the teacher if instruction needs to be carried on to the next day.
- Chunk Information: Teach foundational concepts first, allow students a chance to engage actively with the chunk before introducing more complex concepts.
- Chunk Text: Break down the text into smaller parts, students should be able to identify the main idea of the chunk before moving on.
- Chunk Instruction: Do not present information in only one way, use intervals and various activities.
- Chunk Videos: Do not play a video for more than 6 minutes uninterrupted
- Chunk Content: Pacing! Slow down and space out more complex material
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Technology Integration
Technology can provide differentiated instructional strategies and engaging activities to meet students' individualized needs.
Assistive Technology:highlighters, speech to text, larger print, touch screens, captioning, translation functions Multimedia Resources: Integrate videos, simulations, virtual field trips, etc. into instruction to cater to diverse learning styles Collaborative Tools: Use technology to foster collaboration through Canvas, Google Platform to allow students to work together and share ideas Data-Driven Differentiation: Analyze data from online assessments and learning platforms to identify areas of growth and adapt instruction Adaptive Educational Software: Use a platform that adjusts content based on student performance to practice their skills for a summative exam
Try out the following platforms: Quizlet, Quizizz, Genially, Kami, Gimkit, Padlet, PearDeck, Canva, Prezi, Piktochart, Nearpod, Kahoot *Try something NEW, not something you're already using
CLICK TO VIEW STRATEGY (VIDEO)
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Different graphic organizers can be used to accomplish the same task and show student mastery.
Graphic Organizers
Graphic Organizers are a great tool that you can modify to address the needs of your students. Depending on the type of organizer, they can be used to analyze cause and effect, classify items, compare/contrast, describe, sequence, etc.
There are different ways to modify or adapt a graphic organizer to fit student needs. -Make less detailed - Provide student choice -Offer a digital version -Examples/ nonexamples -Provide word bank - Color coding
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CLICK TO VIEW STRATEGY (VIDEO)
Modeling
Demonstrating a concept, skill, or behavior to help students understand and replicate the desired outcome. It increases cognitive understanding, skill acquisition, and behavioral expectations. *All modeling should involve feedback
Think Aloud: The teacher narrates the thought process while solving a problem or completing a task Interactive Demonstration: Physically show how to perform a skill, experiment, or task allowing students to participate and ask questions I-Do, We-Do, You-Do: Teacher models the task, then teacher and students work together to complete the task, finally the student completes task independently Peer Modeling: Students observe and learn from teh actions and behaviors of their peers (Year 2s teach Year 1s) Multimedia Modeling: Use videos, animations or slideshows to visually illustrate concepts or processes
CLICK TO VIEW STRATEGY (VIDEO)
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Sentence Starters
Type of scaffold that provide students with the support they need to feel confident in their oral and written responses. Sentence stems also provide an avenue for students to practice their academic and/or technical language.
- Sentence Frames: (most support) structured template where students fill in the blank
- Sentence Stems: (mid support) open-ended sentence that students need to finish
- Signal Words: (least support) words or phrases in academic writing or speaking to indicate purpose of text or speech
Sentence stems can be used on written assignments, in small-group or whole group discussion, etc.
Link
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Frontloading Vocabulary
Students typically need 12-14 exposures to a word before they learn it and then use it. Frontloading vocabulary is not giving students a list of words and asking them to write the definition. It involves introducing words to students in photos or in context with thing they know and are interested in.
- Essential Vocabulary: select key words that are necessary to understand the text students will be using (limit to 5-6 words)
- Pre-test: Provide a multiple choice test or allow students to match word with a picture or meaning
- Present/Teach each word: explicitly teach the essential technical language to your students using cognates, large font, student-friendly language, visuals, word in sentence, and cognates (words that sound/mean same thing in different languages)
- Vocabulary maps: instead of flashcards, have students use visual organizers that include: word, illustration, sentence. As an extension, students can include synonyms/antonyms, etc.
- Word Wall: Post essential vocabulary on the walls that are visible for all students to see (add up to 5 words per week)
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Strategic Grouping
There are many different ways that you can differentiate using strategic grouping.
- Homogeneous: group students based on similar abilities to deliver instruction that matches the pace/level of each group
- Hetereogeneous: group students with diverse abilities and strengths to encourage collaboration and peer teaching (ToT)
- Interest-Based: group students based on shared interests to enhance engagement and motivation
- Learning Style: group students by considering their perferred learning styles (visual, auditory, kinesthetic, etc.) and provision different learning activities
- Task-Specific (Jigsaw): group students together and assign each member a specific role to develop a sense of responsibility by contributing to the group's success
CLICK TO SEE STRATEGY IN ACTION (VIDEO)
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Student Choice
Allows learners to make decisions about their learning experiences, including topics, activities and assessment methods. It allows the learner to "take charge" of their learning through encouraging autonomy.
- Project Based Learning: allows students to choose projects aligned with learning objectives
- Flexible Seating: permit students to choose seating arrangements, promoting comfort and collaboration
- Choice Boards: provide a menu of learning activities or assignments from which students can choose
- Inquiry-Based Learning: encourages students to explore topics of interest through self-directed inquiry
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CLICK TO VIEW STRATEGY (VIDEO)
Processing Time
Processing time allows students to comprehend, analyze, and respond to information or questions. It promotes a deeper understanding, meaningful engagement, and increased participation.
Wait Time: Introduce deliberate pauses after posing questions to allow students to think before responding. Do not call on the first hand that is raised. Think-Pair-Share: Allow students to reflect individually, then discuss their thoughts with a partner, and finally share with the whole class Journaling/ Reflection Time: Allocate time for students to jot down their thoughts or responses before sharing Gallery Walk/ Chalk Talk: Students circulate the room, reviewing and responding to posted questions or prompts.
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CLICK TO VIEW STRATEGY (VIDEO)
Differentiation Board
Nell Perry
Created on November 27, 2023
Differentiation strategies for teachers to choose to complete their SLOs (MCPS)
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Transcript
Board
Differentiation
Visual tools that use charts/diagrams to help students organize information
Graphic Organizers
Introducing technical language before a lesson/unit/module to enhance student learning
Frontloading Vocabulary
Grouping students based on specific learning needs and abilities
Strategic Grouping
Breaking down complex information or tasks into more manageable parts
Chunking
Incoporating technological tools and resources to enhance learning experience
Technology Integration
Prompts to help students construct sentences and communicate their thoughts
Sentence Starters
Providing explicit demonstration for students
Modeling
Varying the amount of time for students to comprehend, analyze and respond
Processing Time
Providing students the choice to determine their learning experience
Student Choice
Chunking
Breaking down assignments or tasks into smaller, more manageable chunks helps students focus and learn more effectively. You can chunk by adding images, including discussions, using technology, and provisioning different activities per lesson.
CLICK TO VIEW STRATEGY (VIDEO)
CLICK TO READ MORE
Technology Integration
Technology can provide differentiated instructional strategies and engaging activities to meet students' individualized needs.
Assistive Technology:highlighters, speech to text, larger print, touch screens, captioning, translation functions Multimedia Resources: Integrate videos, simulations, virtual field trips, etc. into instruction to cater to diverse learning styles Collaborative Tools: Use technology to foster collaboration through Canvas, Google Platform to allow students to work together and share ideas Data-Driven Differentiation: Analyze data from online assessments and learning platforms to identify areas of growth and adapt instruction Adaptive Educational Software: Use a platform that adjusts content based on student performance to practice their skills for a summative exam
Try out the following platforms: Quizlet, Quizizz, Genially, Kami, Gimkit, Padlet, PearDeck, Canva, Prezi, Piktochart, Nearpod, Kahoot *Try something NEW, not something you're already using
CLICK TO VIEW STRATEGY (VIDEO)
CLICK TO READ MORE
Different graphic organizers can be used to accomplish the same task and show student mastery.
Graphic Organizers
Graphic Organizers are a great tool that you can modify to address the needs of your students. Depending on the type of organizer, they can be used to analyze cause and effect, classify items, compare/contrast, describe, sequence, etc.
There are different ways to modify or adapt a graphic organizer to fit student needs. -Make less detailed - Provide student choice -Offer a digital version -Examples/ nonexamples -Provide word bank - Color coding
CLICK TO READ MORE
CLICK TO VIEW STRATEGY (VIDEO)
Modeling
Demonstrating a concept, skill, or behavior to help students understand and replicate the desired outcome. It increases cognitive understanding, skill acquisition, and behavioral expectations. *All modeling should involve feedback
Think Aloud: The teacher narrates the thought process while solving a problem or completing a task Interactive Demonstration: Physically show how to perform a skill, experiment, or task allowing students to participate and ask questions I-Do, We-Do, You-Do: Teacher models the task, then teacher and students work together to complete the task, finally the student completes task independently Peer Modeling: Students observe and learn from teh actions and behaviors of their peers (Year 2s teach Year 1s) Multimedia Modeling: Use videos, animations or slideshows to visually illustrate concepts or processes
CLICK TO VIEW STRATEGY (VIDEO)
CLICK TO READ MORE
Sentence Starters
Type of scaffold that provide students with the support they need to feel confident in their oral and written responses. Sentence stems also provide an avenue for students to practice their academic and/or technical language.
Sentence stems can be used on written assignments, in small-group or whole group discussion, etc.
Link
CLICK TO VIEW STRATEGY (VIDEO)
CLICK TO READ MORE
Frontloading Vocabulary
Students typically need 12-14 exposures to a word before they learn it and then use it. Frontloading vocabulary is not giving students a list of words and asking them to write the definition. It involves introducing words to students in photos or in context with thing they know and are interested in.
CLICK TO SEE STRATEGY IN ACTION (VIDEO)
CLICK TO READ more
Strategic Grouping
There are many different ways that you can differentiate using strategic grouping.
CLICK TO SEE STRATEGY IN ACTION (VIDEO)
CLICK TO Read more
Student Choice
Allows learners to make decisions about their learning experiences, including topics, activities and assessment methods. It allows the learner to "take charge" of their learning through encouraging autonomy.
Click HERE TO READ MORE
CLICK TO VIEW STRATEGY (VIDEO)
Processing Time
Processing time allows students to comprehend, analyze, and respond to information or questions. It promotes a deeper understanding, meaningful engagement, and increased participation.
Wait Time: Introduce deliberate pauses after posing questions to allow students to think before responding. Do not call on the first hand that is raised. Think-Pair-Share: Allow students to reflect individually, then discuss their thoughts with a partner, and finally share with the whole class Journaling/ Reflection Time: Allocate time for students to jot down their thoughts or responses before sharing Gallery Walk/ Chalk Talk: Students circulate the room, reviewing and responding to posted questions or prompts.
CLICK TO READ MORE
CLICK TO VIEW STRATEGY (VIDEO)