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I would definitely use a hyper doc in my classroom because everything that the students need to complete will be organized in the order that they should accomplish these tasks. It also saves grading time because if it is typed, I as the teacher don't have to worry about sloppy handwriting or sorting through papers. The hyper doc would also include a multitude of activities so that the students are constantly engaged and are participating in different kinds of activities.

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Differentiation is an important aspect of middle school instruction because it is during the middle school years where students begin to realize what type of learners they really are. The way they learn is always evolving and sometimes it can be a negative way and they start to lag behind the rest of the classroom. When this happens, it is up to the teacher to make sure they adjust the content to meet the needs of the students who are falling behind but also so that they are not holding back the rest of the class.

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I learned that differentiating instruction is going to be a lot more difficult than I had assumed. Reaching every student seems like an impossible task but it is doable but it will take time and extra preparation for the teacher to adjust the content so that no students are falling behind.

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I created a hyper doc.

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Differentiation is when the teacher adjusts the content to meet the individual learning needs of each of their students so that they are not left behind when the rest of the class is accelerating.

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It is vital as this is the time that Middle School students are asserting their independence, and their brains are hyper focused on their own interests. Differentiated instruction lets the students sit in the driver's seat of their education while still having some training wheels on. They get to explore "independence" with things like hyper docs, ed-puszzles, choice boards and so much more. Differentiation also lets students start to realize what their educational and learning needs are, so that they might be able to start focusing on them to succeed more in the classroom.

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I learned that while this kind of teaching and learning puts the teacher firmly on the side of "guide on the side" it also requires extensive prep work to ensure that the middle school classroom doesn't set fire when students are doing this kind of differentiated and independent work.

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This is a hyper doc I created as a part of a lesson that will inform the Unit I am creating. Students will use this doc that they completed to inform the docs that they write for their unit.

https://docs.google.com/document/d/1BhoHI32RWQdrKeevpPxzn7UdP7tALBNKeU8UExB-UwU/edit?usp=sharing

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I recently used a vacation of a hyperdoc. As some students have already returned their chrome books, the hyper doc was a little bit less technological, but the intent was still there. I had students select throughout the lesson individual people who they wanted to focus on throughout the lesson, they picked based on their interest and followed along on their graphic organizer. Then, we as a class re-grouped and the students who focused on one individual thing got to tell the class what they learned, and so on. That way, each student got to focus on their interests, and then listen to others talk about what they learned on the topic that interested them. Naturally, this isnt a completed high-tech hyper doc, but the intent and bones was still there. I enjoyed it, the class enjoyed it. I think I will try again with more technology involved.

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Differentiation is both a natural and intentional product of ensuring all students are given enough support to truly learn and succeed. Differentiation means that students can have multiple helpful, accessible, and ultimately individually challenging elements within their learning environment. It is the result of realizing that students are not a mass of brains to be molded, but instead a group of individuals with different needs, experiences, and exceptions for themselves. This also results in diverse needs, exceptions, and plans for teachers. For example, in the article from Granite State College on Differentiated Instruction, the authors said that teachers who adjust elements of a lesson from one group to another, with one class needing more time to write and another needing less time to write is a form of differentiation. This can be a more "natural form" as teachers might intuitively know which classes might need more time and which supports are more helpful and they will instinctively gravitate towards that for specific classes. The article continues on to say that there are also more intentional types of differentiation, for example the learning environment can be shifted to meet students individual needs. Students might be grouped in specific ways to differentiate in ensuring that they are both supported and challenged, likewise student's interests need to be put into consideration when planing a differentiated instruction.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F48202658489421969%2F&psig=AOvVaw0nbAATHAJaT5IioDDipmP_&ust=1653028924091000&source=images&cd=vfe&ved=0CAwQjRxqFwoTCKj188P66vcCFQAAAAAdAAAAABANhttps://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F48202658489421969%2F&psig=AOvVaw0nbAATHAJaT5IioDDipmP_&ust=1653028924091000&source=images&cd=vfe&ved=0CAwQjRxqFwoTCKj188P66vcCFQAAAAAdAAAAABAN

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I would like to use the leaning menu in my classroom. I think its an excellent way to help kids progress and choose different ways of solving the problems given

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It is important for middle school instructions because at that age the students need to be kept engaged and motivated. So as teachers we have to make sure they are interested in the material and have options to choose from to gain their full potential

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I learned that when I become a teacher, I want to give many options for ALL my students to be able to learn and succeed. I now know the different levels of DOK and the questions that come with it. I do plan on using this in my future classroom.

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https://docs.google.com/document/d/1BGrMM03ZLwzb9vVH6ZLw9fZ3hFyPzs5O2AOwn4wmo0g/edit?usp=sharing

I made a learning menu

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To me differentiation is teaching that meets the needs of every single student in the classroom. This can be done be having a variety of ways to do the assignment so each student shows their strengths.

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I created a Choice Board.

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Area, Volume, and Surface Area Learning Menu

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One differentiation strategy that I would like to use in my classroom is learning stations. Learning stations will be useful in a math class because it allows students to learn and review material in a variety of ways. Each station will something completely different, students won't just solve problems at each station - this will help for conceptual understanding as well. One learning station can be a hands on activity where students have to create something and another station can be for students to watch videos and answer questions.

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Differentiation is an important aspect of middle school instruction because it helps each individual student reach their fullest potential and learn in a way that is best for them. Differentiation allows teachers to create lessons that apply to real life and interest the students. As we learned earlier in the quarter, middle school students learn the best when there is meaning and interest in the lessons - differentiation allows us to bring that to our lessons. Also, choice boards enable the students to choose what activities they want to complete, which is something middle schoolers like.

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Before this week, I had a small idea of what differentiation was, but I did not know much about how to actually apply it to the classroom. I learned what differentiation is and how it helps our students. I learned that differentiation does not have to be difficult. There are so many ways that I can differentiate my classroom and lessons for my students, and most of them are simple or small changes.

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Differentiation is when a teacher tailors their lessons to meet the needs of each individual student. There is an unlimited number of ways teachers can differentiate their classrooms. Some ways of differentiation include choice boards, graphic organizers, a flipped classroom, and even their classroom layout and design.

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I would like to use Student Interview strategy: Asking questions about learning and study styles that can help me determine the type of content that will meet the needs of your class. For example,
while running a large group activity, pull each student aside for a few minutes. Ask about: Their favorite type of lesson, classroom activities, exercise help them to remember main points of lesson. Then
I will track my results to identify uncommon topics and student interests, helping me determine which teaching methods are right for them.

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As we learn from previous lesson, from middle school to adulthood, the main area of brain development is the prefrontal cortex, an area known as "central decision maker" of the brain. Teaching with differentiation will build students interests, increase their inquiry learning, and motivate them to share out their thought.

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I learned that differentiation does not require a big change or complicated implementation. It should be depending on students' need and build on students' interests. Small change will bring a big effect and to get students familiar with it.

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I will create Hyperdoc via .doc like ideas above

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https://www.youtube.com/watch?v=8BVvImZcnkw

Differentiation refers to the variety of teaching techniques and lesson adaptations that educators use to guide a diverse group of students, with diverse learning needs, in the same course, classroom or learning environment. For example, in heterogeneously grouped classrooms, teachers change teaching strategies and use more flexibly designed lessons to engage students' interests and address learning needs of individual, all of which may vary from student to student. The basic idea is that the primary educational goals, ensuring all students master the necessary knowledge, concepts, and skills, remain the same for all students, but teachers can use different differentiated instruction to help students meet those expectations.

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I learned how easy it is to differentiate in the classroom. It does not have to be a big thing or completely different for each student. The summer differentiate party really helped me visually see how to change things up for students. The red cups were a great visual.

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One strategy I would want to utilize is learning stations because it allows for students to rotate around the classroom while completing different tasks. They can  work in groups or individually. This also allows the teacher to pull students into small groups to work with them. Students can choose which station they want to start at and for how long they want to be there.

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Differentiation is important in middle school because we will be getting a variety of students in our classes. In middle school we do not have many honors or AP classes available. If a teacher differentiates the lesson it will not be boring for those who know what to do. Also students who have an IEP now have to be in gen ed classes with 35 other students for 6th period. The teacher providing them the lesson at their level would help them understand the content. This strategy allows use to meet the needs of all our students.

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I created a hyperdoc on Functions.

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Differentiation is when the students all learn the same thing but at different levels. Some students may need a little more explaining, while others just need to be told once and can complete the task. This strategy allows for the students too still learn the same thing as everyone else without having to do something completely different.

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction-a method you may have heard about but haven't explored, which is why you're here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students' individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

Design lessons based on students' learning styles.

Group students by shared interest, topic, or ability for assignments.

Assess students' learning using formative assessment.

Manage the classroom to create a safe and supportive environment.

Continually assess and adjust lesson content to meet students' needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student's abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction-and that's because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

1. Content

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom's Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Match vocabulary words to definitions.

Read a passage of text and answer related questions.

Think of a situation that happened to a character in the story and a different outcome.

Differentiate fact from opinion in the story.

Identify an author's position and provide evidence to support this viewpoint.

Create a PowerPoint presentation summarizing the lesson.

2. Process

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

Provide textbooks for visual and word learners.

Allow auditory learners to listen to audio books.

Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

Read and write learners write a book report.

Visual learners create a graphic organizer of the story.

Auditory learners give an oral report.

Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

Break some students into reading groups to discuss the assignment.

Allow students to read individually if preferred.

Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

Pros

Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.

When students are given more options on how they can learn material, they take on more responsibility for their own learning.

Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.

Cons

Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.

The learning curve can be steep and some schools lack professional development resources.

Critics argue there isn't enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student's level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic. Finally, learning contracts are made between a student and teacher, laying out the teacher's expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.

Teach mini lessons to individuals or groups of students who didn't grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.

Use manipulatives, especially with students that have more difficulty grasping a concept.

Have students that have already mastered the subject matter create notes for students that are still learning.

For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

Emma McCrea (2019) suggests setting up "Help Stations," where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.

Set up a "question and answer" session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.

Create a visual word wall. Use pictures and corresponding labels to help students remember terms.

Set up interest centers. When learning about dinosaurs you might have an "excavation" center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.

Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.

Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.

Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.

Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report.

Reading groups can pick a book based on interest or be assigned based on reading level

Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.

Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.

Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.

Keep track of and assess student's writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.

Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.

For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!

Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.

Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.

The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments "Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths". You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.

Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition

Leading and Managing a Differentiated Classroom - Carol Ann Tomlinson and Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning - Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez

Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids - Carol Ann Tomlinson and Jay McTighe

Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 5-9: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 9-12: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Cindy A. Strickland

Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching - Carol Ann Tomlinson

Leadership for Differentiating Schools and Classrooms - Carol Ann Tomlinson and Susan Demirsky Allan

How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon

How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition - Carol Ann Tomlinson

How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom Paperback - Carol Ann Tomlinson, Tonya R. Moon

Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition - Carol Ann Tomlinson, Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez

Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom - David A. Sousa, Carol Ann Tomlinson

Leading for Differentiation: Growing Teachers Who Grow Kids - Carol Ann Tomlinson, Michael Murphy

An Educator's Guide to Differentiating Instruction. 10th Edition - Carol Ann Tomlinson, James M. Cooper

A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? - Carol Ann Tomlinson, Marcia B. Imbeau

Managing a Differentiated Classroom: A Practical Guide - Carol Tomlinson, Marcia Imbeau

Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition - Carol Ann Tomlinson

Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition - Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson

The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition - Carol Ann Tomlinson

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Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator

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Differentiated instruction benefits a wide range of students, from those with learning disabilities to those who are considered high ability. Read about classroom tips and strategies for implementation.

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I would use think, pair, share in my classroom. Students will have a chance to discuss any questions, comments, or concerns about the lesson. By having students express their opinion, they can reflect on what they have learned and input their own thoughts about it.

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Differentiation is important in middle school because middle school is when students lack attention towards the lecture. Keeping the students occupied with activities and assessments helps them focus and learn the material.

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I learned that the classroom environment is just as equally important when it comes to differentiation. For example, students may need “quiet time” in order to focus on their studies, or students may need group discussion time to share their thoughts on the lesson. In either case, environmental settings can be effective for students in their studies.

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In my hyperdoc, I have created multiple uses of differentiation. Not only have I included the lecture of the lesson but within this lesson, there are links to resources such as videos, assessments, and self-paced practice quizzes. The purpose of the hyper doc is to ensure that the student can experience different types of learning and resources. A student will become “bored” if they only listen to a lecture all-day

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Differentiation is a teaching strategy that teaches the same material in a different number of ways. There are many different ways to teach students. In my personal experience, I felt interactive learning is very helpful when it comes to science. Activities such as Kahoot or other online education games not only helps students learn but students get to have fun in the classroom.

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I would use journaling because it would give students the opportunity to summarize what they learned. Even if students feel as if they did not learn anything, they’d be surprised what information stuck with them once they start writing.

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Differentiation is an important aspect of middle school instruction because students are at a unique age. They’re not like high school students who know what to expect. Middle school students are curious and want to be liked by their peers and friends. A teacher has the opportunity to inspire a love for learning at a young age and hope it continues. Also, middle school students are a diverse group and a teacher cannot expect one size to fit all.

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The article by Prodigy made me realize how many strategies a teacher can use and implement into their classroom. Before reading this article, I didn’t think journaling could be a strategy.

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Differentiation is a form of instruction that meets the needs of every student. Instead of the teacher creating a single lesson plan for every student, the teacher aims to increase engagement and help increase self-awareness. Some strategies for Differentiation that I hope to use in the classroom are creating learning stations, using task cards, think-pair-share, and journaling. Another strategy that will help students is by sharing your own weaknesses and strengths so students realize that you are more than just a teacher, but a person like them.