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Strategy Name: Personal experience-the "Hey, I'm human too" approach.  Share your own strengths and weaknesses

Description: To familiarize students with the idea of differentiated learning, you may find it beneficial to explain that not everyone builds skills and processes information the same way.

Talking about your own strengths and weaknesses is one way of doing this.

Not only should this help them understand that people naturally learn differently, but give them insight into improving how they process information.

Instructions:

Explain — on a personal level — how you study and review lessons. Share tactics that do and don’t work for you, encouraging students to try them.

When to use: Anytime to connect with learners

Link: See

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Strategy:  Adjusting learning process to differentiate

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Strategy:  Adjusting learning process to differentiate

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Description:  Rather than changing content, learning environment or product, adjust the process.  Several examples are listed below:
- Task Card
- Think/Write/Pair/Share - journaling
- Flexible grouping
- Learning Centers/Station Rotation
- Independent Study
- Tiered Assignments (pair with self-assessment and QFT) - when you generate your own questions)
- Adjusting questions
- Choice activities
- Based on your self-assessment, what is a question you have?
- Expert groups
- Coaches in Training - practice, role playing, provide coach with "stems", sentence frames

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Strategy Tiered Assignments - Series of Tasks in Varied Complexities.

Description:  Have tasks for different levels of mastery. The tasks increase in complexity as the participants move up the proficiency scale. Participants choose the task that they feel matches their proficiency level.
Instructions: Preplan a self-assessment in order for participants to determine where they are at, then match that to an appropriate task.
When to use: This strategy can be used when the participants are at varying levels of mastery.

Link:  https://www.teachhub.com/top-ways-implement-differentiated-instruction-strategies

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Strategy Name: Cubing
Description: Cubing is an instructional strategy that encourages learners to think of a topic from different points of view
Instructions:  The cubes are six-sided figures that have a different activity on each side of the cube.
A student rolls the cube and does the activity that comes up.
You can differentiate cubes according to readiness, learning profile, or interest
When to use:  Cubing gives students who like to use their hands and move around a chance to feel like they are “playing” while learning. z Cubing gives students a chance to look at a concept from a series of different perspectives. z Cubing allows the teacher to differentiate for readiness in a very un-obvious way. Since all students are working with cubes, students are not aware that their neighbors might be doing something a little different
Link: http://curry.virginia.edu/uploads/resourceLibrary/nagc_cubing__think_dots.pdf

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Strategy Name: "Teach Up"

Description:  We do much better if we start with what we consider to be high-end curriculum and expectations — and then differentiate to provide scaffolding, to lift the "kids" up.

Instructions:  The usual tendency is to start with what we perceive to be "grade-level" or "base" material and then dumb it down for some and raise it up for others. Raise the expectation first and then move from there to scaffold.

When to use: Any time

Link:  https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/

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Strategy Name: Flexible Grouping
Description: Allows students to work in groups with similar learning styles, readiness, or interests.
Instructions: Depending upon the purpose of the lesson, teachers can plan their activities based on a student’s attributes, then use flexible grouping to group students accordingly.
When to use: When your audience has different experience levels and needs, it allows you to adjust and provide instruction specific to the learner.
Link: https://www.teachhub.com/top-ways-implement-differentiated-instruction-strategies

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Differentiated instruction
Small group
Group students with similar needs, learning styles, reading levels, etc. so that you can provide strategic instruction.
Students are moved in an out of groups throughout the year.

https://www.teachhub.com/top-ways-implement-differentiated-instruction-strategies

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Strategy: PreTraining Survey
Instructions:  Survey to ask experience level, technology, confidence, Ability to self-learn
When to use: administer at registration.

Article not recommended for reading

Link:

International Journal of Arts and Commerce Vol. 2 No. 10 November, 2013

Strategies for Meeting the Individual Needs and Learning Styles of

Online Learners

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Strategy Name: Target Different Senses
Description:  A lesson should resonate with more learners if it targets visual, tactile, auditory and kinesthetic senses, instead of only one.
Instructions: Consider appealing to different senses of learners by:

Playing videos

Using infographics

Providing audiobooks

Acting out a scene

Incorporating charts and illustrations within texts

Giving both spoken and written directions to tasks

Using relevant physical objects

Allotting time to create artistic reflections and interpretations

When to Use: Consider how this strategy can be applied to adult learners; mix up the tendency for "give and get" model.

Link:

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