# data[].attributes.body
Three strategies I plan to incorporate in my classroom:
1. Getting to know the students by discussing with them their family and meeting their parent(s); their environment in which they live; their abilities and interests; and their challenges and dislikes.
2. Involving small student groups with assigned roles and tasks which utilize everyone's strength while challenging them to grow by using a peer glow and grow assessment.
3. Tiering and scaffolding the complexity of tasks and assignments as well as the length of time in which to complete it while giving a rubric assessment of the tiering options to be approved by parent, student, and teacher.

# data[].attributes.body
I am not currently teaching but pulling from my student teaching experience and the materials in this lesson i would use the following three strategies:
1. Frequent assessments such as exit slips to gauge student understanding of new concepts. Another one is ti use sticky notes and get students to put one idea/word that they did not understand, no name on the note and put on back wall as they exit the room.
2. Tiering and scaffolding- providing different problems with different complexity according to ability.
3. The use of small groups. Pull those students with similar ability into small group and provide that tiered instruction. I have personally this used effectively with my son's teacher.

# data[].attributes.body
1. small groups - in my classroom Math was taught only in small groups. I had the freedom to change them and make them whatever the
children needed. I was able to teach them and be near to them when misconceptions came up. It made the difference for the children struggling and excelling.
2. scaffolding and tiering with assignments - I really would love to implement the idea of using one problem to allow the students to show me what they know. Then I would be able to meet each student/group where they are in their learning.
3. adjusting pace - This is one of the hardest parts of teaching for me. As a teacher our goal is to teach children, but the time constraints and push to test is super difficult.

# data[].attributes.body
My class is  academically diverse. Their reading levels range from 2nd to 10+ . Keeping everyone engaged, focused, and productive can be challenging on most days.
I like the concept of grouping based on similar interest. This would allow for students who are not normally placed together to collaborate with their peers and feel as if they can contribute.
I would like to form groups based on reading levels. That would be an awesome way to reach more of my students without any one group feeling as if they are getting more or less instruction.  Using similar content but with varying reading levels would allow for meaningful small  group teaching.
I definitely need to incorporate the concept of students produced 'product. It is so easy to fall into the written assessment whirlpool. I would love to learn more about using rubrics and products to better serve my students.

Edith Atkinson

# data[].attributes.body
My thoughts on this might be a little different because I am not actually in the classroom.  However, I like these ideas"
1. Student/Teacher Collaboration in the form of interviewing the students. Providing them with the opportunity to tell you what they see as their strengths and their areas for growth opportunity.  Allowing them input into how they will learn.  Making them feel vested in the process. Plus, it also provides the teacher with a great deal more insight into that student.
2. I do not believe you can ever put too much emphasis on the various learning styles. Being aware that there are different sensory ways to experience and learn is imperative.  And, with the technology accessible today, teachers have an opportunity to touch on all learning styles with every lesson plan.
3. Getting creative with utilizing groups within your classroom. This can allow for peer assistance, that facilitates a learning opportunity for both students in that situation. Plus, learning to work successfully within a group will be a valuable tool throughout the student's life.

# data[].attributes.body
The three strategies I can incorporate in my classroom are:
1. Adjusting Pace of Instruction:
I think I get in a hurry due to time constraints and don't allow my students ample time to process a skill/content. I plan to be more observant of my students and adjust the pace of the instruction by slowing it down a little or speeding up according to my students' needs in this area.

2.  Tiering for Readiness: I like the term readiness that was applied in several of the articles we read in session one. When we tier our students based on the degree or readiness they are on a standard/skill we can better respond to what each student needs. I can tier my students and apply instructional strategies, pace instruction, and begin at the point they are in their readiness on a skill/standard.

3. Collaboration: This may/may not be a strategy but I feel it is for DI. You must collaborate with peers in order to better serve your student need. In the video "New Teacher Survival: Differentiating Instruction," the teacher was not afraid to reach out to a peer for suggestions/ideas to help initiate more DI in her classroom. She explained what she was already doing and the peer made suggestions to her. It is o.k. to reach out to peers/coworkers for support. We don't always have the answers and someone else may have it.

# data[].attributes.body
My experience is going to vary greatly from others since my classroom already has a life skills focus and alternate curriculum is taught. However, the need to differentiate still presents itself every day. While many of my students are not able to independently work on a task from beginning to end without adult assistance, I regularly need to differentiate all lessons. I attempt to include scaffolding, pacing, and using interests to guide their instruction, specifically for tough concepts.

# data[].attributes.headline
LyKeyshia's Three Strategies for Differentiation

# data[].attributes.subject
LyKeyshia's Three Strategies for Differentiation

# data[].attributes.body
The three strategies that I have failed to practice in my classroom, but would like to start incorporating are:

1. Teacher/Student Collaboration. I would love to have input from my students during the planning for their lesson. I am interested in knowing what skill s they believe should be incorporated to enhance their retention and critical-thinking skills.

2. Product. I like the idea of  my students regurgitating/ demonstrating their understanding of what we have been discussing  using various forms of that products which challenge their critical thinking, creativity, and real life experiences/knowledge/understanding.

3. Differentiated text. Again, I like the idea of having the same text using different reading lexiles or abridged versions. However, this would be a struggle for so many of my students who have been babied from K-6th grade. Yet, the idea of analyzing each version for key ideas, the use of diction, characterization, etc is so exciting. I will say that this is something I can use in my Pre-Ap class.

# data[].attributes.headline
Heather's 3 Strategies for Differentiated Instruction

# data[].attributes.subject
Heather's 3 Strategies for Differentiated Instruction

# data[].attributes.body
1.  Flexible Grouping - I would like to figure out how to do this more effectively with my special education students.  I do this with my small group instruction, however, many of them are not capable of completing many assignments independently.
2.  Interest - I would like to do more with my students' interest levels.  Maybe if I found more reading passages about things they were interested in, they would be more likely to practice reading.  I use the passages provided with my special education curriculum because we are told to use it to fidelity because it is proven successful when utilized that way.
3.  Learning Profile - This strategy sounds like it could be very successful with my students with Autism.  It allows for movement and for content to be presented in multiple ways.  I feel like they could benefit from this very much.

Heather Cosby

# data[].attributes.body
1. I can separate each students based on there level of understanding the materials.
2. When teaching PE we teach based on there levels and a lot of one on one for students tat are not comprehending the correct cues.
3. When you vary PE you work with each students physical levels.

# data[].attributes.headline
Talisa's Strategies for Differentiation: 

# data[].attributes.subject
Talisa's Strategies for Differentiation: 

# data[].attributes.body
1. I like the idea of a flexible classroom. I think as a teacher you have to be flexible. Time is super important and to capitalize on instruction time the students are aware and ideally work to the best of their abilities.Tools can be used in a variety of ways to promote individual and whole-class success.
2. I like the thought of varying products. I think students need choices and it gives them an outlet to display what they have learned in a variety of different ways.
3. Flexible grouping would be another strategy. A  flexibly grouped classroom, a teacher plans student working arrangements that vary widely and purposefully over a relatively short period of time. I like the idea of arranging the students based on common ways of working and having a variety of groups paired together that can help expand their learning by learning from one another.
4.Adjusting the pace of instruction is a continue thing that I work on and work through.

-Talisa Ball

# data[].attributes.body
1. Because I teach literature, I love the strategy of differentiating content through using texts at more than one reading level (varied texts).   All students are just not reading at the same level.  However, I can teach characterization, plot, theme and other elements of a story on a lower or higher reading level of the same text.  I can assess if a student understands a literary concept while differentiating for his/her reading level.
2. I also love using manipulatives and multisensory learning tools to differentiate based on their learning profile. Usually teachers think of manipulatives in math; however, I can use manipulatives and velcroed items for matching parts of a sentence and building paragraphs.  Some students grasp those grammar concepts with more concrete constructs.
3.  I like the idea of varying products and allowing the students to have choices in essay topics, presentation methods (PowerPoint/Prezi, demonstration, art ) journal topics,etc.  When we appeal to students interests and allow choice, they usually perform better.  I look forward to expanding upon use of these strategies.
Kimberly Audaine

# data[].attributes.headline
Casey's 3 strategies:               1. The first thing I can incorporate is grouping the students according to interests and personalities to complete a task/project.  In the past, I would group the students according to academic needs. I never took into account how also grouping by interests and personalities could help the students succeed by relating to the others in their group and/or drawing on their individual strengths to work together.  We would have the parents complete an interest survey at the beginning of the year, and I would just read over it not seeing how I could have better used that information.                              2.  I would also use more than the academic assessments to build the student groups.  In one of the readings, it talked about assessing students by also taking into account things that they say and assessing by some of the things they create.  I taught Kindergarten and First Grade, this would look different in the lower grades than the upper grades.  To me, I could assess more of their centers and how they are completing the activities, and working together with others.  Doing so would also help build upon what I mentioned in number 1. 3.  Last of all, I would have more flexibility in my center tasks.  Before, all of the students would rotate and generally do the same thing.  I know I can benefit the students more by slightly varying the activities according to student’s needs.    

# data[].attributes.subject
Casey's 3 strategies:               1. The first thing I can incorporate is grouping the students according to interests and personalities to complete a task/project.  In the past, I would group the students according to academic needs. I never took into account how also grouping by interests and personalities could help the students succeed by relating to the others in their group and/or drawing on their individual strengths to work together.  We would have the parents complete an interest survey at the beginning of the year, and I would just read over it not seeing how I could have better used that information.                              2.  I would also use more than the academic assessments to build the student groups.  In one of the readings, it talked about assessing students by also taking into account things that they say and assessing by some of the things they create.  I taught Kindergarten and First Grade, this would look different in the lower grades than the upper grades.  To me, I could assess more of their centers and how they are completing the activities, and working together with others.  Doing so would also help build upon what I mentioned in number 1. 3.  Last of all, I would have more flexibility in my center tasks.  Before, all of the students would rotate and generally do the same thing.  I know I can benefit the students more by slightly varying the activities according to student’s needs.    

# data[].attributes.body
Casey Cauley

# data[].attributes.body
1. I like the idea of a flexible classroom. I think making it easy to group students for different activities would be beneficial. For my reading class, I could put students into groups based on their reading level and have them work together on reading a book on their own level and then doing work on that level. Each group works on a book on their reading level and activities to go with it.
2. In this same thought, putting students of varying levels into the same group seems like it could really help all students succeed. Students helping each other.
3. In my science classes, I could easily provide students with different ways to show what they learned in our lesson. Giving them choices helps them feel ownership in the classroom and ownership in their learning. Students learn in different ways and they do their best work in different ways. Sometimes they may even have their own ideas that would also work. Let them have a say.

# data[].attributes.body
1. Work together with the students to form a rubric for assessment. I think this would be great because it gives students a greater understanding of what is expected of them.
2. Realize where and how I'm already differentiating my instruction. Asses myself to see if it is working and how to improve what I'm already doing.
3. Take into account the student as a whole (interests, home life, religion...) and be flexible with groupings and assignments. Do this while making sure students know the difference between equal and fair.
Whitney Absher

# data[].attributes.body
1) This strategy more so involves in the planning process, but I liked the highlighting idea for different differentiation strategies in my lesson plan. It is a quick visual check on ways I can include specific pre-planned options for differentiation.
2) Pace is a hard one for me, because I do feel the pressure outside of the classroom to have certain things met by a certain point (bi-monthly standardized grade-level testing). Knowing and putting into practice adjusting the pace to meet the students' needs as needed is a key element that I need to use more in the classroom.
3) I also liked the example about playing music from time periods/cultures/ etc. from the lesson. With our school not providing art or music, I could see where this is even  more of a need now for students and specifically for those students who are most interested in the arts.

# data[].attributes.body
1. Adjusting the pace of the instruction.
2. Getting to know my students well.
3. Provide choices in the classroom for students when appropriate.
Melinda Clark

# data[].attributes.body
Three strategies that I have learned to incorporate into the classroom would be grouping, using appropriate content and interest.
In grouping, I can group students together who are strong, intermediate and low. Just this week, I made some adjustments to have peer instruction. I give the advance students instruction and then they proceed to help others.
Secondly, in the content area...I have made two different exams that would be more successful for visual learners. I made the font bigger to the test and made some adjustments to read the question to them which has helped tremendously. I have also helped them to highlight key words on the test to help them pay special attention to key words.
Thirdly, I have got to know students a little more by asking them random questions on exit slips. I want to be able to connect with students and know their interests so that I can apply that to what they are learning. I want students to know I care but also have their interest at heart.
The information I have read during the first week has been very informal and have opened my eyes to a few things.
I hope to experiment with this more throughout the semester and years to come.
Travis Adams