• Consider administering an interest or learning style inventory. Use this data to group for Learner Profile or Interest.
• Maintain a variety of formal and informal assessment tools, to gather data. • Basic Skills (i.e. read non-fiction text) • Modify assessment format and delivery for special populations. • Thinking Skills (analyze, solve, compare/contrast, discriminate fact/fiction) • Use formative assessment data to frequently adjust groups to skill level -“invisible grouping” • Skills of the Discipline (how to think like a scientist, mathematician, writer) • Planning (student goal setting and use of time) • Social (cooperation and sharing) Process: How students learn/ are taught/ and interact. Content: What students are expected to study/ know/ and are expected to learn. -provide varying levels of sophistication, complexity, or difficulty of tasks varying content expectations and learning targets-varying teaching methods and learning activities in response to learner readiness (ZPD) at least some of time
-varying materials used -varying grouping structures for learning and social interaction -how to unify content expectations and targets of different levels • Note-taking Organizers • Pre-teach concepts • Turn and talk • Varied levels of texts • Change cognitive demand • Table teams- team tasks • Classroom Discourse • Various supplementary materials • Chunking information • Graphic organizers • Choices of text, tasks, and partner(s) • Adjusting proximity of ideas to student • Curriculum compacting • Discussion cards • Interest Centers/Zones/Workstations experience(s) • Visual aids • Tiered questions • Tiered lessons and activities • Utilize Learning Progressions (CCSS) • Realia/ Artifacts • Questioning Sequences (Marzano) • Learning contracts: personal agendas • Technology • Text rendering tools • Hands-on activities/manipulatives • Audio Books / lessons • Varied time to complete tasks • Graphic Organizers • Formative assessment • Think-Pair-Share • Choral Reading • Reading Partners / Reading Buddies Product: What students produce and how they demonstrate learning. Environment/Affect: Use of physical space and classroom culture varying the sophistication, complexity or difficulty of tasks -physical arrangement is in service of learning -varying the level of structure, scaffolding (task supports), or independence -offering resources and scaffolds to support learning -varying nature of product to match interests, favored intelligence, or learning style -fostering a classroom that is a learning community; risk taking is encouraged, “growth mindset is -identifying common criteria and expectations • Product Guides- Instructions • Tiered assignments -access for all students • Rubrics and criterion charts • Modified assignments • Grouping strategies • Visual resources • Examples of product options may include • Anchor activities • Workshop model -math charts the following: • Team tasks -vocabulary and key terms • Create a model, poster, game, -think dots/ cubing • Re-teach stations -pictures/ realia advertisement, map, survey, puzzle, -choice boards • Adult-led group -process grids/ posters • Technology for teaching and learning cartoon, brochure, dance, habitat, or -learning menus • Project Based Learning • Small groups to reteach or extend illustration. • Write a diary entry, speech, recipe, • Choice based on readiness, interest, and poem, letter, news report, essay, or learning profiles • Clear expectations • Collect pictures, create a timeline or • Extended Timelines Revised: 6-1-15 • Independent Learning Contracts calendar, make a recording or video HC= This annotates specific strategies • Assessments invite a speaker, teach a lesson, or Differentiation Planning Tool by North Central Educational Service District is licensed under a to address needs of Highly Capable, but these give a demonstration Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License strategies are good for all types of learners. Developed by: Robin Kirkpatrick, NCESD.This website or its third-party tools use cookies, which are necessary to its functioning and required to achieve the purposes illustrated in the cookie policy. If you want to know more or withdraw your consent to all or some of the cookies, please refer to the cookie policy.
By pressing 'print' button you will print only current page. To print the document completely, please, download it.