# data[].attributes.body
exit tickets

pretests

summative exam

portfolio

workbook

iReady

chunking: "do 5 correctly instead of doing 30 incorrectly." student shows they can do the process, rather than repetitively doing problems to prove understanding.

# data[].attributes.body
Pump up music

Culture of belonging

Giving options of lighting, seating, etc

Welcoming, safe, fun

Rewards

# data[].attributes.body
Softer lighting that can be turned down if necessary

Music or low volume music

Lamps rather than over head

fairy lights

Flexible seating

less tech if too stimulating.

# data[].attributes.headline
Learning Environment- Gabriela, Melanie, Lauren, Ethan 

# data[].attributes.subject
Learning Environment- Gabriela, Melanie, Lauren, Ethan 

# data[].attributes.body
-Choice seating- both in location and type of seating.

-Light dimness adjusted. Use of lamps.

-Allow students to decorate areas of the classroom.

-Calming corners.

-Choice of working together or alone.

-Allowing headphones, fidgets, or doodling.

# data[].attributes.headline
Learning Environment- Rebecca, Gabriel, Samantha

# data[].attributes.subject
Learning Environment- Rebecca, Gabriel, Samantha

# data[].attributes.body
Equitable access to technology,

assistive technology programs.

flexible seating options

noise-canceling headphones

different "volumes"- low music, silent in another, etc.

limiting over-stimulating colors and sounds

# data[].attributes.body
-inside classroom

-field trips

-outside classroom on campus

-changing environment inside the classroom (changing seats around)

-turning lights on/off

-music on/off

# data[].attributes.body
flexible seating

lighting

soft background music

switching between SPED classroom to GenEd classroom

student work posted in the classroom or the hallway for encouragement

# data[].attributes.body
dim vs. brights

background music vs. silence

mulitple stations

one teacher working with small group vs. large group discussion

are the walls busy or simple

class or 12 or 30

community schools vs. individual classrooms

silence vs. quiet working classroom

# data[].attributes.body
exit tickets

opportunities to choose assessment type

testing accommodations (taking breaks, chunking into parts, different testing locations)

leveled testing

# data[].attributes.body
-essays

-presentations

-oral presentations

-allowing students to choose within the range of the topic

-drawings

-videos

# data[].attributes.headline
Product- Gabriela, Melanie, Lauren, Ethan

# data[].attributes.subject
Product- Gabriela, Melanie, Lauren, Ethan

# data[].attributes.body
- Showing test scores as a way to evaluate their learning. Motivates

-Speech to text, use of scribes, answer verbally, or alternative assessment options.

-Student choice in product. Less resistance to getting the work done.

-Different grading based on need and ability

# data[].attributes.body
Choice in topic

Choice in delivery

Projects, Presentations, and Portfolios

Scribe accommodation

Online Games, Kahoot, everyone participates

Step by step instructions to make it easier for all students

Many chances to get the standard.

# data[].attributes.body
*I do, you do, we do

*Small groups

*Think, pair, share

*Precision partners

*Stop and jot

*"random" drawing of names

# data[].attributes.body
Oral presentations

Written exams

Seesaw

group projects

exit tickets

art/creative expressions of learning

quizzing students orally vs. written

# data[].attributes.body
Power points with a lot of visuals, schedules and timers

Interactive learning

Do it on paper or computer/ iPad

Operating different modes

Cool downs / checking in

Assessments (can you draw it? write it? show me?)

1:1 testing

# data[].attributes.body
using games to keep students engaged

allowing manipulatives during math

writing and tracing for younger students

use hands on learning approaches

connect learning to real world situations

allow students to choose writing materials or typing

"must do" then "may do" (choice work)

# data[].attributes.body
-students attenting different classes relating to their interests

-reenacting/pairing body movements

-centers/small group

# data[].attributes.body
Stations

Shoulder partners

Hands on activities

Visual (pictures) directions or spoken or written

Tiered activities

small group vs. independent

Practicing skill with hands, voice, and writing/reading

I do, we do, you do

# data[].attributes.headline
Process- Gabriela, Melanie, Lauren, Ethan

# data[].attributes.subject
Process- Gabriela, Melanie, Lauren, Ethan

# data[].attributes.body
-Modeling= show the steps. Very helpful in math.

-Choice of delivery- digital vs. paper, videos.

-Labs in science allow students to learn in a hands on way.

-Speech to text.

-Headphones, fidgets, or doodling to help focus throughout the process.

- Gamification= boosts engagement

# data[].attributes.body
What they have to learn:

decide what the most important areas of content are to learn (for SpEd Students)

different levels/ syntax of vocab making it easy to understand

building on prior knowledge, scaffolding, and relating to real life.

# data[].attributes.body
Small group to ensure individualized time

I do, we do, you do

Working on working memory

Kid focused discussion and decision making

# data[].attributes.body
Different levels of academic writing in reading

Different levels of vocoabulary words

Leveled reading

Real life situations that different students can relate to as examples

How much time is spent on a subject

Different levels of background knowledge

# data[].attributes.body
Adaptive text,

reading levels

scaffolding

method behind the madness

assignment choice

meeting each learner

Turn and talk

# data[].attributes.body
-PowerPoint Presentation

-Educational Videos

-Student Choice within the range of the topic

-Visuals available for students to see around the classroom

# data[].attributes.body
taking student interest into consideration

use background knowledge to their advantage

using visuals

leveled activities into smaller groups

scaffolding

# data[].attributes.headline
Content- Gabriela, Melanie, Lauren, Ethan

# data[].attributes.subject
Content- Gabriela, Melanie, Lauren, Ethan

# data[].attributes.body
-Focus on the central idea of things.

-Simplify wording or supplemental content.

-Scaffolding to address gaps in learning.

-Chunking material.

-Visuals!

-Referring to prior knowledge.

-Real world examples to boost engagement.

-Choice when it comes to content delivery-videos, digital vs. paper.

# data[].attributes.body
Cutting out extras where needed to ensure student centralization

Making content interesting

Ensuring standards are hit and tuning it to the age group

Group work and splitting up the core ideas

# data[].attributes.body
background knowledge

Student interest

Survey interest profile

Leveling tasks

Reaching their needs and interests

# data[].attributes.body
soft lighting

walking space

selective seating

open space to be themselves

# data[].attributes.body
flexible seating

music- variety for students to choose

low lighting

# data[].attributes.headline
Environment (Jericka, Kim, Samantha, Isabella)

# data[].attributes.subject
Environment (Jericka, Kim, Samantha, Isabella)

# data[].attributes.body
Lighting

Flexible seating

Work zones

Student mobility and movement

Visual and auditory supports

Clear expectations

# data[].attributes.headline
Avigale, Elizabeth, Jennifer, Angie, Seaira

# data[].attributes.subject
Avigale, Elizabeth, Jennifer, Angie, Seaira

# data[].attributes.body
Lighting, options to change the level of the light (lamps, light covers, etc)

Flexible seating (other seating options, standing, sitting on the floor, wobble seats, floor desks)

Allowing students to sit at different areas of the room while working (carpet, teacher table, etc)

Offer options and rotations

How busy or calming the room is

Pictures, decorations, helpful visuals

Music for background

quiet working music ("If you can't hear the music, you are too loud")

Color coordination in your classroom

# data[].attributes.body
Adjust lighting

Quiet places to work, headphones

Low level music for calming

Flexible seating, with limits

# data[].attributes.headline
LE-- Bianca, Cassandra, Christine, Courtney 

# data[].attributes.subject
LE-- Bianca, Cassandra, Christine, Courtney 

# data[].attributes.body
Learning space accommodations-- low lighting and knowing which part of the space works best for the student.

Allow for movement by providing a delineated space for the child so they can be free to move; do their work and focus.

# data[].attributes.body
drawing concepts

reduce the number of products

exit tickets

powerpoints

oral response

# data[].attributes.headline
Product (Jericka, Kim, Samantha, Isabella)

# data[].attributes.subject
Product (Jericka, Kim, Samantha, Isabella)

# data[].attributes.body
Allow choice

Tiered products

Varied Assessment Techniques

Learning menus

Shortened assignments

Portfolios, presentations, and projects

# data[].attributes.headline
Product-- Bianca, Cassandra, Christine, Courtney

# data[].attributes.subject
Product-- Bianca, Cassandra, Christine, Courtney

# data[].attributes.body
Individual or group -- explain what they know with a warm up... nothing to do with test content, this is getting their minds ready for testing.

Scribe accommodation provided-- orally from student to teacher.

# data[].attributes.body
pens and pencils that smell

talk and add movements

colored notes

brain breaks

hands-on -activities

experiments

# data[].attributes.body
Choice of testing: written, orally, class presentation...

Class open discussions, everyone participates.

Online games, Kahoot, Blooket...

Exit tickets

Research paper, research poster,build a model, or powerpoint. Student choice on how they show their learning.

Get student input, ask what helped and what didn't.

# data[].attributes.headline
Avigale, Jennifer, Angie, Elizabeth, Seaira

# data[].attributes.subject
Avigale, Jennifer, Angie, Elizabeth, Seaira

# data[].attributes.body
cut and paste rather than writing if the students are not quite at that level

Different final products for students to choose from to display what they know

Differentiated assessment based on learning abilities, with different formats of questions

for research activities, giving the students a list of what the research.

Step by instructions to give the students a physical outline.

# data[].attributes.body
online learning check

written answers or drawing

daily question at the beginning of class and have to pay attention to get the answer during class

stamp system

# data[].attributes.body
seating options

lighting

group work

soft music

closed door

# data[].attributes.body
turn in assignment in different ways

text to speech

check for understanding

related material to what they know

# data[].attributes.body
Videos

Hands-on activities

Small groups

Turn & Talk with neighbor

Stations

Assignment choice

Topic choice when learning to write

Bring in real-life examples

Culturally relevant examples

Career paths that use this learning

# data[].attributes.headline
Process (Jericka, Kim, Samantha, Isabella)

# data[].attributes.subject
Process (Jericka, Kim, Samantha, Isabella)

# data[].attributes.body
Small group instruction

Self directed learning

Formative assessments

Grouping

Tiered activities

Manipulatives

Learning centers/stations

# data[].attributes.headline
Process-- Bianca, Cassandra, Christine, Courtney

# data[].attributes.subject
Process-- Bianca, Cassandra, Christine, Courtney

# data[].attributes.body
Kids really like music using vocabulary. They like to have the close captioning on while they absorb information-- with visuals being quite helpful...

# data[].attributes.body
small group work

notes as whole class

varying learning abilities in groups

rearrange student seating

# data[].attributes.headline
Avigale, Jennifer, Angie, Elizabeth, Seaira

# data[].attributes.subject
Avigale, Jennifer, Angie, Elizabeth, Seaira

# data[].attributes.body
Groupings that are strategically planned to fit with each student's needs

Slideshows with movement slides included to give them that break

Manipulatives, different materials to teach the skill

Stations/centers where they rotate and have independent work, teacher-instructed work, etc. Changing the stations and groupings based on what amount of guidance is needed for each activity.

# data[].attributes.body
Background knowledge

Student interest

surveys

leveled task

lower reading levels

# data[].attributes.body
schedule through the day

morning meetings

check ins

positive reinforcement

# data[].attributes.headline
Content-- Bianca, Cassandra, Christine, Courtney

# data[].attributes.subject
Content-- Bianca, Cassandra, Christine, Courtney

# data[].attributes.body
Survey for interests... what students are into according to what is appropriate.

Activate background knowledge.

Real life situations that they can relate to...

# data[].attributes.body
videos or note-taking

station activities

shortened lists

movement

follow standards

# data[].attributes.headline
Avigale, Jennifer, Angie, Elizabeth, Seaira

# data[].attributes.subject
Avigale, Jennifer, Angie, Elizabeth, Seaira

# data[].attributes.body
Music related to the standard that is being taught

Matierals that are clear and adapted into other languages when need be

Visuals that display the english definition and the Spanish definition

Visuals for what we are learning

# data[].attributes.body
Vary level of proficiency for tasks

Vary level of reading levels

Vary the time spent on instruction/tasks to students' needs

Break down content into smaller chunks for easier learning

# data[].attributes.headline
Content (Jericka, Kim, Samantha, Isabella)

# data[].attributes.subject
Content (Jericka, Kim, Samantha, Isabella)

# data[].attributes.body
Tiered Content

Cross curricular content

Flexible content

Scaffolding

Providing variety in materials

Compacting

Accomodations (text to speech)

# data[].attributes.body
watch videos with captions

allow partners

extra time

write sentence starters

small groups

enlarge copies of text

# data[].attributes.body
*Flexible seating

*Options for independent work or collaboration

*Softer lighting

*Music in the background

*Pullouts for small group work

# data[].attributes.headline
Learning Environment (Stephanie, Nicole, Allison, Stepfanee, Aspen)

# data[].attributes.subject
Learning Environment (Stephanie, Nicole, Allison, Stepfanee, Aspen)

# data[].attributes.body
+Flexible seating (freedom of choice)

+Encouraging group and partner work

+Adjusting the lighting

+Playing soft music

+Organization is important!

+Remove distractions

+Ensuring students feel safe in whatever environment they're in

# data[].attributes.body
Mryna, Erin, Taylor, Makenzi, Lynnde

lighting

Sunlight

different seating

calming colors in room

Small lamps

Music and different types

materials available for students

Decor

differentiated in what is hung up around the class

# data[].attributes.body
Choices

changing up the norm

asking them to take their learning it out into the community

how students respond

providing fidgets and/or defriended seating

non assigned seating

# data[].attributes.body
Make every student "seen" !!!!!!

Welcoming environment

Music

Dimmed lights

Quote of the Day

Opportunity

# data[].attributes.body
Flexible seating so students can easily move from group work to individual work

Changing seating charts so they are able to work with new people

# data[].attributes.headline
Learning Environement- Chloe M, Kacey U, Kyleen B, Tanner W

# data[].attributes.subject
Learning Environement- Chloe M, Kacey U, Kyleen B, Tanner W

# data[].attributes.body
Flexible seating for kids who can handle it

Lighting and calming music

Break cards when students need a break to work elsewhere and breathe

Giving kids the power to say the need a break

Consistent routines

# data[].attributes.body
*Allowing different assignments (poster/video/presentation)

*Graphic organizers (coloring)

*Exit tickets

*Scavenger hunt

# data[].attributes.headline
Product (Stephanie, Nicole, Allison, Stepfanee, Aspen)

# data[].attributes.subject
Product (Stephanie, Nicole, Allison, Stepfanee, Aspen)

# data[].attributes.body
+Adjusting the topic as needed

+Sentence starters

+Draw a picture

+Type instead of write (speech to text)

+Answer questions verbally rather than writing

+Shortening the product

# data[].attributes.body
Lynnde, erin, Makenzi, Taylor, Myrna

Choice boards, Children choose how they learn best

communication through different output

giving room for other outcome based tests

# data[].attributes.body
Checks for understanding (exit tickets, fist to five, thumbs up-thumbs middle-thumbs down)

Giving students options on how to present information

# data[].attributes.body
Change the assessment style

let students show how they are learning

progress monitoring to see if you need to go deeper into a subject

# data[].attributes.body
Self - Rating / Self - Reflect

Testing in first language

Product depends on students, class period, time of the day, etc.

# data[].attributes.headline
Product- Chloe M, Kacey U, Kyleen B, Tanner W

# data[].attributes.subject
Product- Chloe M, Kacey U, Kyleen B, Tanner W

# data[].attributes.body
Relate things to real life- video games, minecraft, etc.

Choice- let them choose the order of worksheets, give them a choice of what to write about

# data[].attributes.body
Change the learning environment

Change position

Group work-guided learning

You do-we do-I do

Chances to show how we are learning

AI generated classroom specific content-with rubric added or guided questions to support their writing

# data[].attributes.headline
Process- Chloe M, Kacey U, Kyleen B, Tanner W

# data[].attributes.subject
Process- Chloe M, Kacey U, Kyleen B, Tanner W

# data[].attributes.body
Whole class reading- teacher reads, then class repeats, choosing students to read

Fun videos to help learn concepst- GoNoodle, Flocabulary,

# data[].attributes.body
Sentence Stems

Chunking

Scaffolding

# data[].attributes.body
Myrna, Makenzi, Erin, Taylor, Lynnde

check ins with students

Physically show them, don't just explain

Tactile teaching

groups in class, differentiated seating

giving children that faith to know how they learn best

letting them stand if that's what works best

individualized during instruction

# data[].attributes.body
*Provide different forms of assignments - letting the student decide how to present their information

*Small group instruction

*Station work within class

*Manipulatives (hands-on activities)

# data[].attributes.headline
Process (Stephanie, Nicole, Allison, Stepfanee, Aspen)

# data[].attributes.subject
Process (Stephanie, Nicole, Allison, Stepfanee, Aspen)

# data[].attributes.body
+Hands on activities (scavenger hunt)

+Using movement

+Asking students to teach it to each other

+Manipulatives (especially in math)

+Small group instruction

# data[].attributes.body
Not every kid is going to learn the same way

Find the balance

Think, Pair, Share

# data[].attributes.body
Change content to relate to students:

-Make word problems relevant especially culturally relevant.

-Change the reading level.

-Using manipulatives for groups that need it.

-Using hand gestures for phonics.

-Total Physical Response

# data[].attributes.body
"Give every kid an IEP every day."

Academic language

Shorten content

Vocabulary

# data[].attributes.headline
Content- Chloe M, Kacey U, Kyleen B, Tanner W

# data[].attributes.subject
Content- Chloe M, Kacey U, Kyleen B, Tanner W

# data[].attributes.body
Differentiate with small groups based on ability level

Accommodate assessments for lower learners

# data[].attributes.body
Different styles of showing work, extended thinking.

Chunking assignments

Fill in the blank problems (for math)

I do/you do work

Having different learning styles available (different ways to receive information)

# data[].attributes.headline
Content (Stephanie, Nicole, Allison, Stepfanee, Aspen)

# data[].attributes.subject
Content (Stephanie, Nicole, Allison, Stepfanee, Aspen)

# data[].attributes.body
+Cater to student's interests

+Provide multiple forms of exposure to content

+Vocabulary support with pictures

+Anchor charts

# data[].attributes.body
Myrna, Erin, Taylor, Lynnde, Mackenzie

Scaffolding

Body movement within lesson

Curriculum- Differentiated

Break out groups- Different levels

Differentiated spelling tests

Starting with basics - working at lower levels but incorporating into whole group

using multiple choice

# data[].attributes.body
Giving small rewards for being on task (like a snack)

Flexible seating-

sit where you want

sit in different seats like wobble stools, rolling chairs, or kick bands on the chair legs, yoga ball

Rotate out your decorations or posters to match what you are talking about during the time

Having pillows and stuffies for when they are independently working or reading

Change the lighting, make it lighter and less harsh

Play some calming music in the background while they work

Multicultural materials

Keeping materials organized and having designated spots for things so that the students know where things are and feel organized

Consistency with routines and placement of items or materials

Having extra blankets or fans to help the students keep a comfortable heat in the classroom

Extra tables if they would like to sit away from their desk, or if they need some space from the other students

Sensory or fidget materials that can help them stay calm and focused

Giving choices on how to accomplish task

# data[].attributes.body
Giving students a choice in how they present the learned material.

Allowing students to draw information instead of writing or sharing verbally.

Breaking down tasks into small chunks without giving new instructions until complete.

Differentiating instruction when possible allows the student to see success.

Creating supplies to help students who are struggling to be able to review material in one-on-one settings.

Having Exit tickets. It is beneficial if it is simple and fast.

Be consistent in instruction with a willingness to differentiate.

Give extra time, or have students only answer odd questions to show their knowledge within their ability.

Acknowledge own shortcomings with students so that they know that it is okay to struggle.

# data[].attributes.body
Shorten content (shorter reading passages)

Multiple versions for the same activity

Extend critical thinking on assignments, varying grade levels within instruction

Providing choice readings that vary in grade level but are in line with the content

Providing sentence stems and pre annotated passages

# data[].attributes.headline
Process (Ben, Kristiena, Maureen, Allie)

# data[].attributes.subject
Process (Ben, Kristiena, Maureen, Allie)

# data[].attributes.body
-A note template to fill out instead of figuring out what is important to write out. Fill in the blanks to take notes helped them to focus on what they should focus on.

-Change the process of practice, such as group work, game, competitive group on group, class activity, answering questions one on one, guided video with online assessment...

-Incorporating movement into lessons

-Songs help with learning concepts

-Different activities to keep interest and engagement

-Change the environment, like going outside, for a different area to learn

-New apps and programs to spend extra time on

-Try new things out of the blue to spark interest

# data[].attributes.body
Different ways to give their responses, writing, drawing, group projects.

Students showing their own growth.

Learning independence, having the ability to show the teacher their independence.

Having the kids use the curriculum to show their understanding in the way that they choose.

Using games and different approaches to learning.

Cross-curriculum understanding. Giving the students a choice in their own learning.

# data[].attributes.body
Queniqua, Haley, JC, Kaity

-Everybody does everything, slow down to a pace that is accessible for everyone.

-Challenge problems or extension activities for fast finishers

-Differentiated content for different reading levels. Same content at different levels of reading

-Tier 2 small groups for test taking

-Tier 3 for students who need individualized help (like ELL students)

-Small breakout groups for different levels of learning

-Check for understanding frequently

-Incorporate more movement into the day to make bodies ready to learn

-Allow for varied seating and different areas to work around the classroom.

-Create a happy, relaxed, and engaging environment before learning can happen.

# data[].attributes.body
Manipulatives- Digital or physical, large array of possible ways to teach in a hands-on way.

Technology- Variety of ways to share content, as well as differentiate instruction.

Brain Breaks- Stretches, "Simon Says", Youtube Brain Break Videos

Modeling- Step-by-step: I do, we do, you do

Small Group- More focused instruction, tailor each group to those students' needs.

# data[].attributes.body
Michael Lang, Sarah Peterson, Nick Hamre, Lark Whicker

Learning Environment:  Lots of choices in terms of calming areas, bean bag chairs, stuffed animals.  Lots of visuals on the walls.    Posters represent all cultures.  Bean bags and areas to calm down.

For the HighSchool English class:  Offers of a Tea shop, drinking tea.  Lamps for light.  Couch for lounging.

Giving choices for reading areas.  Bean bag chairs and stuffed animals to read to.

# data[].attributes.body
Kate-Lynn, Tandy, Brittani, Sarah F

Name Sticks - Teacher can differentiate questions accordingly to which student's name is drawn.

Pre-Assessments - Knowing where the students are with their backgrounds so they aren't bored or completely lost. KWL.

Using manipulatives and/or multiple learning methods to teach content.

Give the students choices. I.e., you could give beginner, intermediate, and advanced questions. One school used to call them mild, medium, spicy...if they finish the easy, they can go on to see if they can do a bit harder of questions.

Mix it up! Use the curriculum as a baseline and find other content to make it more exciting, have movement, show a video, have stations, etc. Relatable videos.

Incorporate movement. Have them jump when they hear sounds, etc. If you agree, jump up and down. If you don't agree, do a dance.

# data[].attributes.body
Emily, Victor, Annie, Alia

Giving students a choice in how to represent their learning. Examples are; essay, song, video presentation, or powerpoint.

Take the time to get to know students, so you know the best way to understand the students capabilities and knowledge.

Meeting students where they are at. Break down standards and test on different depths of knowledge to show how students are improving. Especially with multi-language learners.

Testing in first language, so you can get better data points on their knowledge without the roadblock of understanding the second language.

# data[].attributes.body
Process - giving a variety of ways to teach the content

IXL is a great online tool for differentiation! Skills start easy and get harder. Diagnostic report helps fill in holes in learning. Wrong answers - students are shown what the correction solution/answer is and explanation behind the correct answer. Students are able to correct misconceptions in real-time.

iPads help differentiate students access to materials, like reading at their levels.

For SPED and ELL process - pairing images with words that are seen by the students to aid processing material.

Teachers cater to multi-modalities to process the material in all ways to help students process material. They can see, hear, feel, touch/try themselves. Activating multiple senses at once.

Focus groups - opportunity to work in small groups with a smaller student to teacher ratio.

Technology in general (Kahoot!) helps gain student interest where interest may be the

# data[].attributes.body
Exit tickets-have students rate how well they understood on a scale of 1-5, 1 being they are lost, 5 being they could teach it to a friend.

Check in during lesson-give me a thumbs up if you understand.

Scavenger hunts-work with partner to find answers around the room. asking students to show their work instead of just circling answer from answer key.

Allowing students to show teacher their answer in private if they are hesitant to work in groups. Tell answer orally if they have a hard time writing. Write answer down if they don't want to share orally.

IXL, Lexia and Iready or other similar programs that allow students to work independently at their own level and have individualized assessments.

# data[].attributes.body
Lori, Savannah, Mikenna, Brandy

Flexible Seating

Understand that not every child can sit still all the time, be understanding with child's use of space

Let students regulate themselves if they are able to do so appropriately

Have tools available to differentiate where students are at in their learning process

Modeling behaviors that you want to see in the classroom

# data[].attributes.body
Jake, Kathleen, Nikitha, Alison

Student interests - Minecraft

Videos - different mediums / multimedia

Small groups - differentiated stories, giving sentence starters, outlines

IEPs - individualized learning

Testing / Progress Monitoring

Curriculum tools like iready, letterland

Allowing for student choice - medium, topic, etc. within a learning target

# data[].attributes.body
Jordan, Megan, Megan, Adam

Color psychology (what colors are best for which applications and surfaces). Blue and green are generally the best for classrooms.

Decorations can be easily distracting, so be intentional

Incorporate UDL best practices (Universal Design for Learning)

Keep bright or distracting colors for materials / activities that aren't used or displayed all the time

Keep materials in designated spots so that they aren't a distraction when not in use

# data[].attributes.body
using student interests to engage students in content

using different materials/tools

using movement

change assignments based on student level, ability, or understanding of content

using different strategies

using technology to reinforce content

relate content to everyday life/real life situations

tap into prior knowledge/meet students where they are individually

scaffolding

choice boards

# data[].attributes.body
DeWayne, Summer, Jessica, Ryan

Giving kiddos choices in how they demonstrate mastery of the objective.

Growing student independence i.e. Kindergartners choosing their own manipulatives for a math lesson.

"Choosing the meal" idea.