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Start differentiated Instruction by establishing different levels for each course. The very wide range in level of knowledge of English language, Math, Science and scholarly skills at BCLA do not allow to have only one level for each course. Inside each level there is further need in differentiation. Differentiation in a one level course does not benefit all students in  the class and takes too much teacher time which is not available at BCLA.

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To improve on: I'd like o be better at providing options for students who learn content/skills more quickly and who could use additional challenges to keep them engaged. BUT I want to be able to do this w/o crating two or more completely separate paths within the course.

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To improve on: I'd like o be better at providing options for students who learn content/skills more quickly and who could use additional challenges to keep them engaged. BUT I want to be able to do this w/o crating two or more completely separate paths within the course.

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I provide multiple prompts and graphic organizer choices. I also provide more than one way to access a text (links to audio, texts with structured notes on side, etc). Some students have full selection, some are more guided to particular options. I also have extension assignments in each project

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I provide multiple prompts and graphic organizer choices. I also provide more than one way to access a text (links to audio, texts with structured notes on side, etc). Some students have full selection, some are more guided to particular options. I also have extension assignments in each project

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Focus content on the Big Ideas of my content, to have fewer, higher leverage, ideas for students to focus on. The goal of this is to reduce the cognitive-organizational demand of the course.

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Strategically scheduled check-ins (check in with ELL student first and provide supplementary instruction and modeling of sentence starters, then check-in again at the mid-point of a task; only check in with another student once)

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Improve on providing options without being overwhelming for kids who have trouble with multi-step directions

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Improve on providing options without being overwhelming for kids who have trouble with multi-step directions

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I'd like to practice differentiation with efficiency. I find it extremely challenging to maintain this practice on daily basis in large classes.

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Agree...while understanding that although there is an organic aspect - planning for what-ifs is essential.

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Agree...while understanding that although there is an organic aspect - planning for what-ifs is essential.

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I agree, but I also think differentiation means that we are providing different ways for students to ACCESS the curriculum, and as needed, different levels at which to practice skills.

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I agree, but I also think differentiation means that we are providing different ways for students to ACCESS the curriculum, and as needed, different levels at which to practice skills.

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I would like to improve upon managing classroom behavior and supporting a wide variety of learners so that students can be working independently on tasks at their own pace and readiness levels and classroom behavior is not a disruption and students feel confident to work without direct support at all times.

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I would like to improve upon managing classroom behavior and supporting a wide variety of learners so that students can be working independently on tasks at their own pace and readiness levels and classroom behavior is not a disruption and students feel confident to work without direct support at all times.

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Differentiation is providing more than one route for students to engage with the material and meet the objectives

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Differentiation is providing more than one route for students to engage with the material and meet the objectives

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Actually differentiating in my class, but also doing in a way that is manageable in terms of teacher workload.

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Differentiation is modifying materials, assignments, assessments, or products to match the learning needs of students

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I differentiate in both the way I present material and assess material. I modify content, process, and product when applicable.  I also try to provide student choice when possible.  

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I differentiate in both the way I present material and assess material. I modify content, process, and product when applicable.  I also try to provide student choice when possible.  

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Keeping systems so day to day students are able to expect the structures of differentiation.

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Strategically modifying the content, product or process involved in a task  to help all students achieve the same learning goals.

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I'd like to learn more about how to help students learn how to understanding their own needs, and have very clear systems in class where students can get those needs met. For example, a S learns that they need noise-cancelling headphones to focus, and I have them in class, and the know when/how to go get them.

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I would like to improve on managing time in planning to implement effective strategies of  differentiation.

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I would like to improve on managing time in planning to implement effective strategies of  differentiation.

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When you provide multiple avenues to demonstrate knowledge for students.  This might mean providing leveled texts, alternative assessments, or methods that help students.

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Changing the ends/means of the work done in class so that entry or performance is more manageable or accessible for Ss, allowing them to dedicate more of their time/energy/thoughts to the targeted content.

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What do you want to improve on?

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Give an example of how you currently differentiate instruction.

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How do you define differentiation?