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Use online resources that differentiate automatically

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Use online resources that differentiate automatically

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Online resources such as IXL are adaptive, so they will produce harder questions if a student is doing well and easier questions if they're struggling. IXL really helps students to practise at a level that's suitable for them.

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Give students projects that can be studied to different depths so the more able investigate to a greater extent and the less able work to a level that suits them.

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Group students according to learning style

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Group students according to learning style

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Students with similar learning styles can support each other. If they have different abilities the more able should be encouraged to help the less able, and they will support each other in the style that they are best suited to.

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Offer a range of learning experiences, differentiated by learning style or ability, for students to do before a lesson. Ask students to teach the lesson when they come to school according to their abilities and learning preference.

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Since learners have different learning styles, select or produce tasks that capitalize on their style. For example, visual learners can produce posters, auditory learners can produce voice messages, kinesthetic learners come out and teach part of the lesson.

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Prepare work with differing difficulties according to the abilities of the students. This can be done with differentiated worksheets or selecting different questions from exercises in textbooks according to abilities.

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Produce worksheets with different degrees of scaffolding: more scaffolding for the weaker learners, less for the stronger learners

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Sharing with the students WHY a certain teaching method or strategy is employed can help them see the goal better and how to reach it.  Can also give students the choice of which method or structure for learning they might like on a particular task. high tech vs low tech, individual vs team, teacher-guided vs independent, etc.

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Posters and presentations of math tasks and projects helps reach visual, auditory, linguistic and kinesthetic learners.  Can also give choice and variety in HOW students share their understanding of concepts.

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Regular use of "Think-Pair-Share" structure in the math classroom can help to reach learners who are more intrapersonal (Think), as well as interpersonal (Pair-Share).    The pair-share part also serves to scaffold to a full class discussion effectively (particularly when the full share is challenging)>