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https://blog.savvas.com/how-to-differentiate-for-success-in-the-science-classroom/

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How to Differentiate for Success in the Science Classroom - Fresh Ideas for Teaching

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Explore four pathways to differentiation – content, process, product, and learning environment – to ensure success of all students in the science classroom.

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https://teachersfirst.com/blog/2020/10/differentiation-for-the-school-librarian/#:~:text=Differentiating%20instruction%20is%20defined%20as,according%20to%20Carol%20Ann%20Tomlinson.

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Differentiation for the School Librarian – TeachersFirst Blog

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https://www.leviallison.com/empowering-student-ownership/

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Could you use and or adapt this engagement to help you differentiate in your classroom?

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https://blog.gophersport.com/differentiation-in-pe-being-responsive-our-students-needs/

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PE Blog - Read & Discuss Current PE Topics

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The Four Components of Differentiated Instruction in PE - Gopher PE Blog

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Learn how to implement a differentiated instruction in PE that aids students of various backgrounds, skill levels and interests in Physical Education.

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How and Why to Differentiate Math Instruction

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How and Why to Differentiate Math Instruction

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https://pdo.ascd.org/LMSCourses/PD11OC115M/media/DI-Intro_M4_Reading_Key_Elements.pdf

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https://www.solutiontree.com/blog/differentiated-reading-instruction/

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Looking for successful, easy-to-implement tools and techniques to integrate differentiated reading instruction? You're in the right place. Read on!

I imagine a literacy program as a maze of intersecting pathways; some of the students travel as a community, and others forge ahead as individuals or small groups. There are multiple routes to reading, and differentiation can lead the way.

Differentiation is certainly getting a lot of buzz lately, but there is no magic wand needed to integrate differentiation into your literacy program. Quite simply, differentiation is adjusting your instruction to meet the unique needs of your diverse learners.

Furthermore, according to Tomlinson (2001), "Differentiating instruction means 'shaking up' what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn." Differentiation is not a single strategy, but an approach to instruction that incorporates a variety of strategies.

When teachers differentiate, they do so in response to a student's readiness, interest, and learning profile. Because of their unique and diverse literacy needs, our students need us to differentiate the product, process, and/or content of learning.

Differentiation is not ...

Asking every student to read the same text with the same purpose and using the same strategy

Giving the same instruction and assignments to the whole class

Giving extra assignments to students who finish early

Individualized instruction for each student

Doing something completely different for each student in your classroom

Creating permanent, labeled groups that never change

Differentiation is...

More complex than just providing different students with different learning experiences

Based on the students' needs

Considering students' readiness levels, interests, and learning styles

A flexible approach to instruction and grouping

Providing more than one option to the students as they read their texts

Using different reading strategies to match the material to meet the literacy needs of our students

Changing the way we teach so that everyone can learn and achieve

The good news is, you can make a real difference in the literacy skills of your students without burning yourself out, with a few key techniques.

To help you create literacy lessons that engage and motivate your students, I have described 20 tools that you can add to your differentiated instruction toolkit today. Remember, choose the ones that will work best for you, your teaching style, and the unique needs of your students.

In other words, there are "different ways of knowing; different ways of showing." Keep in mind that one size does not fit all. In fact, one size fits few.

Strategies for Differentiating Reading Instruction

Provide flexible grouping patterns

Get away from fixed ability grouping. Students work as part of many different groups, depending on the task and/or content. Groups can be arranged by the teacher or selected by the students. This allows them to work with a wide variety of their peers and gets them away from being labeled as either struggling or advanced.

Keep in mind the acronym TAPS:

Choice

Empower students to make choices of activities to complete or as they learn a skill. Choice reading keeps students engaged and moving forward.

Choice boards

Choice boards are organizers that present the students a variety of activities to demonstrate their knowledge of a subject or skill. For instance, instead of assigning a cookie-cutter template of a book report that everyone must complete, why not set up a tic-tac-toe sheet listing many different options to report on a book that has been read and that taps into their interest and learning style?

Some examples include:

Pantomime a part of the story for others to guess

Create a story map of main events

Write a letter to the author explaining why you liked the book

Make a flip book of the main characters of the story

Create a puppet show of the plot of the story to share

Literacy centers, interest centers, and/or interest groups

Literacy centers can provide choices or be assigned based on readiness levels. Students can work as part of small groups, depending on the task and/or content. Centers can focus on specific reading skills (e.g., phonics or vocabulary) or provide activities that center on a theme of interest. For a book report, students can work in interest groups with other students who have read the same book.

Here are some other ideas for literacy centers that will help you differentiate:

Big Book Center

Writing Center

Poetry Center

Drama Center

Word Work Center

ABC Center

Computer Center

Buddy Reading Center

Fluency Center

Comprehension Center

Listening Center

Learning contracts

Learning contracts are agreements between the teacher and the student. The teacher describes the needed skills to be mastered and the required components to complete assignments, and the student identifies methods to complete the tasks. This allows students to work at their appropriate pace and fosters their learning styles. It also promotes them to work independently and teaches them planning skills.

Give students meaningful work, not busy work

Small-group instruction and literacy centers are important, but always keep in mind the goals, objectives, and outcomes of the lesson.

Make the work for all learners appealing and motivating

Don't provide paper-and-pencil worksheets for the struggling readers while the advanced students are engaged in project-based learning activities.

Take time to teach procedures and routines

Establish "conditions we need to work together" as group norms. Have the students vote on them, agree to them, and keep them posted at all times for reminders. Consider all of the moving parts of your literacy block. How can you help it run smoothly? Model the expected behaviors and practice.

Some pointers to keep in mind:

How will students work productively in small groups?

What do they do when they finish their work?

How do they ask for help?

How will they assemble for read-aloud time?

What should they consider in selecting their own books?

How will they move through the literacy centers?

How do they work independently and productively if you are busy with a small group?

How will you minimize noise and extra movement?

Assess regularly on an ongoing basis with informal measures

Differentiation isn't just about having different students do different things. Differentiated instruction is based on student needs. Ongoing formative assessment is the key. Plan how you will use the results to differentiate.

3-2-1

Students jot down three ideas, concepts, or issues presented.

Students jot down two examples or uses of idea or concept.

Students write down one unresolved question or a possible confusion.

Idea wave

Each student lists three to five ideas about the assigned topic. One volunteer begins the idea wave by sharing an idea. The student to the right of the volunteer shares one idea; the next student to the right shares one more idea.

The teacher directs the idea wave until several different ideas have been shared.

Exit tickets

In exit tickets, students write responses to questions posed at the end of a class or learning activity or at the end of a day.

Numbered heads huddle

Each student is assigned a number. Members of a group work together to agree on an answer. The teacher randomly selects one number. Students with that number answer for their group.

Hand signals

Ask students to display a designated hand signal to indicate their understanding of a specific concept or process:

I understand ____________ and can explain it (e.g., thumbs up).

I do not yet understand ____________ (e.g., thumbs down).

I'm not completely sure about ____________ (e.g., wave hand).

Structure your reading block for differentiation

Try something new. It is hard to differentiate with a literacy block of whole-class instruction the entire time. Start with a whole-class mini-lesson of no more than 10 minutes. Incorporate a targeted reading skill: comprehension strategy, word-solving, vocabulary, etc. Then provide time for choice in independent reading and/or literacy centers. This gives you time to meet individually or with small groups for targeted instruction. Conclude with a brief sharing session.

Tiered assignments

Tiered assignments are designed to instruct students on essential skills that are provided at different levels of complexity. The curricular content and objectives are the same, but the process or products are modified according to the student's level of readiness. For example, students with moderate comprehension skills are asked to create a story map, whereas students with advanced comprehension skills are asked to retell the story from the perspective of one of the main characters.

Target different senses and learning styles within lessons

Rethink how lessons can be presented using a range of learning styles by:

Playing video clips

Using infographics

Providing audiobooks

Using creative dramatics and role-play to act out scenes of a story

Using charts and illustrations with text

Providing verbal and written directions to tasks

Using realia and other physical objects to explain key concepts

Allowing time for artistic reflections and symbolic summaries

Make time for journaling and quick-write activities

Don't be afraid to press the pause button and have students reflect on the lessons you've taught or stories they have read.

Explore literature circles

Organizing students into literature circles encourages them to share their understanding of the readings, and helps auditory and participatory learners retain more information by getting more involved. This also gives you an opportunity to informally assess their comprehension as you listen to their discussion, asking questions and promoting a deeper understanding.

Assign open-ended projects

Get away from the cookie-cutter approach to assignments. Give students a list of possible projects that can demonstrate their understanding of the lesson. This encourages them to work at their own pace, engage actively with the content, and showcase their distinct learning styles.

Wrapping up

Use these differentiated instruction strategies and techniques to meet the diverse needs and learning styles of your students as they engage in the multiple pathways to literacy. After all, the purpose is reaching the widest range of students with their various entry points to learning.

Take it slow and be easy on yourself. Keep adding new strategies to your toolbox each year ... slow down to go faster ... and have fun!
References:
Perez, K. (2016). 200+ proven strategies for teaching reading. Bloomington, IN: Solution Tree Press.

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.[author_bio id="900″]

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Differentiated Reading Instruction: Multiple Pathways to Literacy Success

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Looking for successful, easy-to-implement tools and techniques to integrate differentiated reading instruction? You're in the right place. Read on! I imagine a literacy program as a maze of intersecting pathways; some of the students travel as a community, and others forge ahead as individuals or small groups.

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Lots of ideas and links to other resources 

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Lots of ideas and links to other resources 

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https://www.stem.org.uk/resources/community/collection/63218/differentiation-science

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There is a wealth of information and ideas for differentiation in this book. Well worth buying for the department!

The book looks at how to differentiate, or structure, lessons at every level and content area to provide scaffolds for

The content of lessons,

The processes used in learning, and

The products of learning.

Teachers can draw on the book's practical examples as they begin to differentiate instruction in their own classrooms. Strategies include curriculum compacting, sidebar investigations, entry points, graphic organizers, contracts, and portfolios

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There is a wealth of information and ideas for differentiation in this book. Well worth buying for the department! The book looks at how to differentiate, or structure, lessons at every level and content area to provide scaffolds for The content of lessons, The processes used in learning, and The products of learning.

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https://files.eric.ed.gov/fulltext/EJ1136307.pdf

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https://classicalmusicindy.org/differentiated-instruction-in-music-ensembles/

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Differentiated Instruction in Music Ensembles | Classical Music Indy

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Words by Shawn Royer The idea of differentiating instruction in music ensembles simply means that we are cognizant of and teach towards students with varied learning preferences, experience/ability levels, and physical/mental/emotional/cognitive capabilities. This wide spectrum of diverse learners exists in EVERY music classroom!

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https://www.shmoop.com/teachers/curriculum/differentiation/differentiation-art.html

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Isn't differentiation what art is all about? Like, you'd never try to force a Monet to paint like a Magritte...and the same self-expression-y stuff goes for kids, right?

Right.

But as far as incorporating differentiated instruction goes (and you can take a peek at general approaches to it right here), we mean stuff like understanding that different students come with different expectations and abilities; art means more to kids than how to hold a paintbrush; and some kids are just never going to get papier-mâché.

Here are a few tips on how to deal.

1. Remember, art is about expression.

Sure, you want each of your students to paint a masterpiece. But some of them were born with paintbrushes for hands, while others just can't quite get what they see in their heads onto the paper. With that in mind, the first step of differentiation in the art classroom is remembering that not everyone is gonna be a Picasso. Or even a the-second-runner-up-on-Bravo's-The Next-Great-Artist.

In other words, teach (and grade) based on the creative potential of the individual student, not the creative potential of the student vs. Picasso. You can talk about advanced shading methods and perspective with the kids who've got a knack for it, and for the ones who don't really get that the tree in the distance should be smaller than the one right next to you-well, be happy when they differentiate the branches.

As far as differentiation goes, at least it's a start. And by helping students based on their own abilities, not on what final product you'd like to see. Plus, not gonna lie-we probably wouldn't have though Jackson Pollock was a superstar in high school, either. You never know what's gonna stick.

2. Explore the past with the paintbrush.

Or the clay, or collage scraps, or yarn...you name it. The point is that art is pretty universal for the lil' ol' human race, and art class can be a place to level the playing field by not only displaying art from a range of cultures, races, and ethnicities, but also offering a chance to experiment with those styles and talk about what they mean to those cultures.

(Concerned about how to explore culture, race, and ethnicity without pushing any buttons? Take a peek at our hot-button article about how to do just that.) Anyway, according to art educator Erica Edwards (say that five times fast), that makes art a "visual language," and it can allow for cross-cultural (and inter-cultural, we might add) interactions, regardless of where each student is from.

So whether it's having students explore their heritage through art, or looking into other background, interests, or hobbies, the art classroom can be a place for exploring the personal and the cultural. And you may be surprised at the wide range of projects that emerge. Not just because of the many places your students come from-because they're creative, too.

3. Provide multiple entry points into art projects.

For instance, if your aim is for students to learn about painting Frida-Kahlo style, let students focus the bulk of their learning on an area that plays to their strengths.

Some students might enjoy researching and writing about Kahlo. Others want to make self-portraits that mimic her style and approach. Some students are just dying to analyze several of Kahlo's works and create a slide show that shares conclusions about common themes or symbols found in her work. Someone else creates a timeline of Kahlo's life, while other students use postcards or prints of Kahlo pieces to create a collage. Math or computer enthusiasts could use programs to play with saturation levels in Kahlo's art or modify some of her work using a program like Photoshop.

Overwhelmed, much? Good. The idea is to come up with a whole mountain of approaches to exploring Kahlo-your students can help with that part if you don't have the time or energy to do it in advance-and let students run with them.

Then, if you want to require everyone to pick up a brush (or other medium) at some point, it will be easier to get students to buy in. The students who love painting can spend more time with it while those who have other interests can give it an honest try and move on. And at least they'll learn something about a great artist and her style, even if they don't become the next unibrowed master painter you'd dreamed they would.

4. Create choice boards.

This here's another thing your students can help come up with, especially since there's only one of you and a bunch of them. Plus, they know what they like, so the choices they offer up may actually help to get them more engaged from the get go.

So: choice boards. These are nifty little charts designed for students who already know about learning styles and can take their pick which activity best suits their own interests and strengths. We (via art educator Cassidy Reinken and The Art of Ed) give you two examples: one for elementary students, and another for middle-level students.

A great thing about choice boards is that they can be used to get the ball rolling for initial assignments, or, as Reinken recommends with the middle-level example, as a supplemental activity for students who finish a project before the rest of the class is ready to move on.

5. Take a tip (or two) from Artful Amy.

In this blog post, art educator Amy Zschaber offers up numerous ideas for adapting lessons for students of various skill and ability levels.

For example, take on the physical and social needs of students by leaving clipboards floating around. Especially if your room is equipped with large tables that are difficult to rearrange for individual, pair, and small group work, a clipboard is a simple tool you can use to increase your students' location options.

As Zschaber states, for some students, working with a clipboard in their laps is a lot more accessible (and comfortable) physically. Additionally, students armed with clipboard can work on many art projects in whatever location works best for them-at a table with peers, on the floor, in a chair in a quiet corner, or even outside. And that adaptability is a key part of the differentiating process.

6. Use art as an outlet.

Sometimes art class is the one place students feel they can let loose and express themselves. Or even just breathe. Especially if a lot of other classes are dominated by standardized test prep or focus on that final grade for moving up to the next level. Give us a break.

Whether it's the school stressors, behavioral issues, problems at home, or disabilities, students need a place to let go and to let their creativity out. And art is a place where differentiation is pretty much built-in. As is self-expression, and maybe even a little thing called a coping mechanism. So let your students get out their angst through art.

If you haven't realized the transformative power of art (and even if you have-you're an art teacher, after all), take a gander at some more of Artful Amy's awesome tips specifically relating to students facing some of these problems, and ideas on how art can be a place for students to turn.

7. Make connections between art and real life.

We know, the last one was about as "real life" as it gets. But it doesn't have to be art therapy to be a connection.

Here's a for instance: you ask students to make a list of their favorite hobbies and activities, and then challenge them to find connections to art class in each of them. A ballerina may study Degas; mathematicians could investigate the drawings of M.C. Escher; a sciencey kid could start getting artsy with designs of cells; a student who lists reading as a favorite pastime could look into artists who have created art from actual books.

Because really. If you're an art teacher, you know that art is everywhere. And helping your students to see that art happens outside of art class can inspire them to become more involved inside the art room, too.

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methods of differentiation for teaching art

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information about methods of differentiation for teaching art

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help with methods of differentiation for teaching art

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Methods of Differentiation for Teaching Art

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Articles for teachers on Methods of Differentiation for Teaching Art, including tips and strategies that work.

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https://www.nbss.ie/sites/default/files/publications/exit-entry_slip_-_comprehension_strategy_handout_copy_2_0.pdf

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https://go.fairydustteaching.com/provocationsebook/

Sign up to receive a free start up guide about provocations.
How do provocations help us differentiate?

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FREE EBOOK:Provocations: A Start Up Guide

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Get your free copy of our latest resource: Provocations: A Start Up Guide

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How do flexible spaces help us with differentiation?

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https://sites.aph.org/physical-education/articles/using-differentiated-instruction-in-physical-education/

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Go to navigation for APH PE Kathleen Ellis, Lauren Lieberman, and Dani LeRoux Originally appeared in Palaestra, Volume 24, Number 4, 2009
This article is reproduced with permission. Any further use requires permission from the copyright holder.

With the No Child Left Behind law, teachers are required to be highly qualified in the core area in which they teach. However, is being an expert enough; or better yet, the foundation responsible for a child's education? A great deal of hype has surrounded the use of differentiated instruction as an effective and successful strategy for educating diverse students within the same setting. Expertise in the content being taught is only a fraction of the overall differentiated instruction picture, as in theory, teachers can be experts in their fields, but may not be experts in how to take into account the diversities of learners. An exemplary teacher not only is an expert in his/her core academic area, but has a strong foundation and use of differentiated instructional principles. Differentiated instruction has the focus of diversity, common outcomes, and is student-centered. It is designed to instigate multiple strategies impacting individual students while focusing on a common goal. In other words, the students are all learning identical content, but the strategy for successfully achieving the common outcome/goal is dependent on individual student learning styles and developmental levels (Lieberman & Houston-Wilson, 2009).

Creating An Effective Learning Climate

Differentiating instruction is not a new concept. It has been incorporated as a successful instructional strategy with gifted and talented students for decades. Over the past several years, the advantage of using differentiated instruction in the inclusive learning environment has gained intense focus. Differentiated instruction in and of itself uses instructional strategies based on individual student learning styles and needs. While its success as an all-inclusive instructional strategy is conclusive when effectively incorporated in various learning environments, it was only recently that the value of differentiated instruction was introduced to the physical education setting (Gregory & Chapman, 2007).

Differentiating instruction in physical education is adapted physical education for all learners in an inclusive classroom environment. While adapted physical education has the focus of adapting or modifying the curriculum, activities, or environment to meet the needs of students with disabilities, differentiated instruction has the focus of modifying the content, learning activities, outcomes, and environment to meet the needs of all diverse learners.

When one walks into a typical physical education class, the first thing that comes to mind is diversity-various sizes, shapes, abilities, desires, motivation levels. However, no matter how diverse, teachers must make the physical education environment one that is conducive to learning. Meeting the needs of diverse learners in an inclusive setting involves taking into account what each child needs from this climate in order to feel comfortable, motivated, and successful (see Table 1).

Table 1
Differentiated Instruction Inclusive Strategies

Information to investigate: Facts about the learner
Inclusive strategies based on

Strengths

Background knowledge and experience

Interests

Learning style(s)

Multiple intelligences

Important relationships

Information to investigate: Goals
Inclusive strategies based on

Does the learner have any unique goals?

Are there particular concerns about this learner?

Information to investigate: Facts about classroom demands
Inclusive strategies based on
Content demands-How is content made available to the learners?

Information to investigate: Process demands
Inclusive strategies based on
What processes do teachers use to facilitate student learning?

Information to investigate: Product demands
Inclusive strategies based on

How do students demonstrate what they have learned?

How are they graded?

(Thousand, Villa & Nevin, 2007)

To create an effective learning climate which incorporates instructional strategies promoting inclusion, one may use strategies which are individualized for a given student.

Bethany has low vision and is in a physical education class participating in track and field events. In this case, tactile instruction can be used to teach Bethany the correct form and movement for the shot put, so she can be completely included in the activities with her peers. By focusing on her specific learning style, Bethany can participate in track and field activities.

Knowing the Learner

It is a fairly common understanding among professionals that students differ in their learning styles. In other words, no two students are likely to learn in the exact same way. Some global learning styles involve those who learn best by auditory means, those who learn best visually, and those who learn best by hands on or tactile means. Others may learn best while working with peers, or in small or large groups, or in a more isolated situation (Gregory, & Chapman, 2007). In many cases, students may require more than one learning style to fully grasp concepts being taught. Therefore, understanding individual learning styles and incorporating these into instructional strategies is a requirement, not an option, for differentiated instruction. Knowing your students may be the most important part of differentiated instruction...if you don't know the important aspects of their learning needs and abilities, then determining effective instructional strategies is nearly impossible. Teachers should take into account characteristics of their students when determining strategies to use, such a various learning styles; ways in which students process information; and use of multiple intelligence theory (Gardner, 1983).

Knowing your learners is critically important in successful lesson planning and arrangement of the learning environment, including grouping strategies.

Samantha loves to play soccer, but because she is totally blind she relies a great deal on her auditory ability. Ms. Judge, the physical education teacher, took this into account when planning the lessons and made sure that all equipment used had some auditory device and that small, cohesive groups were incorporated in order to allow more time on task and peer tutoring. In addition, she looked at her learning style as an auditory and tactile learner and made sure her paraeducator worked with her and helped her become familiar with the learning environment and equipment in use. For example, when learning soccer, Ms. Judge had Samantha use a soccer ball with a bell inside, as well as cones which contained beepers so she knew where to dribble the ball. Ms. Judge physically helped Samantha understand how to dribble and gave her verbal and tactile feedback when she was practicing.

Assessing the Learner

Some of us may remember back during our undergraduate years when we took a course on measurement and evaluation (AKA, tests and measurement). Regardless of when or if such a course was completed, one of the take-home messages was that without assessment no programs or instruction can be effectively incorporated with the expectation of success. The first and foremost step for any program or class is to determine a needs assessment. Completing a needs assessment determines students' prior knowledge and skills for upcoming lessons or programs; what areas of interest or overall feelings regarding lessons or programs the students demonstrate; what is needed for students to become more proficient or master skills being incorporated; and to determine skill and understanding levels to format learning groups.

One big thing to remember is that assessment is a continuous, ongoing process. It is completed almost daily, sometimes unconsciously, in order to provide immediate, critical feedback, and make changes in the lessons/programs to ensure learning. Parents are often a good place to gain useful information regarding current performance and unique learning information. As a teacher, there is never a time when assessment is not taking place.

Completion of the needs assessment at the beginning assists in implementing the instructional content and strategies used, informal assessment during the teaching and learning processes assists in ensuring the best learning environment for all students; summative assessment at the conclusion of a learning outcome assists in strengthening future learning outcomes for involved students; and regular self-assessments by the teacher may lead to modifications or changes designed to improve strategies used.

It is important to ensure that students are aware of ongoing assessment and defined success.

During a basketball unit, Janessa was included in the formative rubric assessment. The rubric gave a gold medal to any student who could put three or more basketball-related skills together, such as dribbling, passing, and shooting. They could get a silver for two or more skills, bronze for one or more skills, and honorable mention for participation only. Janessa knew the criteria for grading and worked hard with her partner and friend, Sammy, to get a gold medal. She and Sammy even demonstrated their skills for the class at the end of the unit, allowing the class to see a glimpse of wheelchair basketball!

Grouping Students for Learning

Students can be grouped based on readiness to learn certain content or skills. Table 2 discusses the various ways students can be grouped in order to incorporate differentiated strategies.

Table 2
Grouping Strategies within Differentiated Instruction

Grouping based on: Students' knowledge of a subject
Grouping strategy/purpose

Grouping students with a good knowledge of the subject with peers who have lesser understanding allows for those with better understanding to assist in learning of subject

Grouping students based on knowledge of subject allows for greater attention to specific group based on need

Grouping based on: Students' ability to perform skill or task at hand
Grouping strategy/purpose

Mixed ability groups to encourage peer teaching and cooperation

Focus additional skill building activities with groups showing greater need

Refinement activities for those with higher skills

Grouping based on: Cooperative learning groups
Grouping strategy/purpose

Grouping based on: Interest in a certain area of content
Grouping strategy/purpose
Allows students to choose area of interest and focus on improving skills for lifelong participation

Grouping based on: Peer tutoring
Grouping strategy/purpose

Higher skilled student of same age or older works with peer on specific skills

Less intimidating and likely more comfortable than working with teacher

Benefits both sides in different ways, where one is learning and one is sharing prior knowledge and experience

Grouping based on: Heterogeneous grouping
Grouping strategy/purpose

Grouping based on: Multiple age grouping
Grouping strategy/purpose

Encourages interacting with various ability levels and learning at own rate

Emphasizes child's developmental needs and how best to turn them to strengths

Focuses on the whole child, not just physical development, but also psychologically and socially

(Gregory, & Chapman, 2007)

Ms. Michaels, the physical education teacher, knew the students who had short attention spans, those who could focus for long periods of time, and those who needed some motivation to get moving. She made small cooperative learning groups and combined these learning styles in each group, so the students could motivate each other. Matthew was put into a group as a student who had task persistence and a long attention span, needing only some assistance in activities requiring high balance skills. He, along with his similar peers, Jessica and Michael, helped their group stay focused in Project Adventure to get their group across a moat full of alligators (AKA the balance beam).

Instructional Strategies

As mentioned earlier, differentiated instruction has the focus of diversity. It takes into account not only the content being taught and requires the teacher to be an expert in this area, but also to have a strong foundation of understanding of his/her students, the cognitive learning theory, and strategies for incorporating differentiated instruction. Successful integration of differentiated instruction requires an all-or-none principle. Teachers must be proficient in all four areas or else differentiated instruction strategies are likely not to be effective. Steps for implementing differentiated instruction into the physical education setting include-consistency; planning the program; use of focus activities at start of class; not wasting time; using graphic organizers; using cooperative group learning; using metaphorical and analogous thinking to make meaningful connections; and, awareness of student level of readiness and thinking complexity.

The importance of modifying curriculum and/or equipment to include ALL students is a critical step for any physical educator.

Mr. Estes teaches elementary physical education and his first grade class is one of diverse, mixed abilities. Two of his students, Jonathan and Ryan, have cerebral palsy and use motorized wheelchairs. For the lesson of catching and throwing, he modified the learning environment so that Jonathan and Ryan could catch and throw small and medium beach balls hanging from a line directly in front of them. This allowed them to work at their own pace and level without losing valuable time retrieving equipment. Both Jonathan and Ryan were able to work on their hand-eye coordination and movement of their arms during this activity, which increased their overall upper body movement and range of motion!

Curricular Approaches

Organizing curriculum to meet the various needs of diverse learners is no easy task. Differentiated instruction takes into consideration several strategies related to curriculum approach and organization-learning stations; incorporating projects into your classroom; use choice boards to give students empowerment over learning; use problem-based learning approaches; and incorporate student learning contracts in your classroom.

Bryn's class was working on bicycling and there were a few modifications to this activity based on student ability level. Ms. Rush knew the students' level of readiness, and she introduced several options of bikes ranging from two wheelers, three wheelers, two seaters, to tandem bikes. This allowed her students, regardless of ability or disability, to move up in equipment use as their riding ability progressed. Since Bryn had low vision and had never ridden a bike before, she was able to comfortably start with a tandem bike, allowing her to be successful in this unit.

Summary

Effective teachers take all of the skills and abilities of their learners into account. By differentiating instruction, students are set up for success and are taught to their strengths. Differentiated instruction does take time, energy, attention, and patience; yet, the outcome is well worth the energy. By assessing each student and then setting up effective instruction, grouping, and curricular approaches, every child will be successful. Table 3 provides an example of considerations for programming to ensure that differentiated instruction is appropriately implemented and successful.

Table 3
Example of Considerations for Programming to Ensure Differentiated Instruction

Function: Balance difficulties
Needs: Has difficulty during kicking, throwing, or balance activities
Approach taken by instructor for all students

Set up kicking, throwing, or balance beam next to wall

Allow some children to throw or kick from sitting

Work on throwing and balancing in the pool

Selected References

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gregory, G. H., & Chapman, C. (2007). Differential instructional strategies. Thousand Oaks, CA: Corwin Press.

Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for inclusion; A handbook for physical educators. Champaign, IL: Human Kinetics.

Thousand, S. J., Villa, R. A., & Nevin, A.I. (2007). Differentiating instruction. Thousand Oaks, CA: Corwin Press.

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Kathleen Ellis is Associate Professor of Adapted Physical Education in the Department of Kinesiology at West Chester University, PA, and serves PALAESTRA as Department Editor for the Calendar section.

Lauren Lieberman is Professor of Adapted Physical Education at SUNY-Brockport, NY. Danielle LeRoux, is Adapted Physical Education Teacher, Cecil County Public Schools, Elkton, MD.

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Using Differentiated Instruction in Physical Education

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Go to navigation for APH PE Kathleen Ellis, Lauren Lieberman, and Dani LeRoux Originally appeared in Palaestra, Volume 24, Number 4, 2009 This article is reproduced with permission. Any further use requires permission from the copyright holder. With the No Child Left Behind law, teachers are required to be highly qualified in the core area in which they teach.

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Knowing and Responding to Learners in Mathematics

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Knowing and Responding to Learners in Mathematics

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http://www.edugains.ca/resourcesDI/KnowingAndRespondingToLearners/KnowingAndRespondingToLearners_Math_AODA.pdf

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https://www.cultofpedagogy.com/starter-kit-differentiated-instruction/

Videos and Examples of Differentiation

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This post contains Amazon Affiliate links; if you purchase from Amazon after going through these links, Cult of Pedagogy receives a small commission at no extra cost to you.

You have probably come to this article for one of two reasons: Either you want to start differentiating instruction in your classroom and don't know where to start, or you already differentiate, but want to see if you're missing anything. I have combed through tons of online resources on how to differentiate instruction, and have put together this collection of the clearest, most high-quality resources for learning how to differentiate in your classroom. Off we go, then!

Lots of teachers think they are differentiating, when they really kind of aren't. So before you get started, give yourself a solid overview of what differentiation is (and isn't) and how it works. To do that, you need to read Carol Tomlinson, whose work is the gold standard in differentiation. Her book, How to Differentiate Instruction in Mixed-Ability Classrooms , is the best one I've seen on the subject. And it's short: At just over 100 pages, it's a fast, easy read, and is full of useful information that will set you on the path toward high-quality differentiation.

In addition to explaining basic principles, the book shows you how to manage a differentiated classroom, teaches you specific strategies, and lets you peek inside a few sample differentiated classrooms so you can see how all the parts work together. I really can't recommend this book highly enough...get it!

Reading about how to differentiate on paper is helpful, but seeing other teachers actually doing it will give you a far better understanding of how to implement the strategies in your own classroom.

This Edutopia video shows how one school has set up a system they call Reteach and Enrich, where time is built into the schedule every day to reteach students who haven't met learning targets or provide enrichment activities for those who have. Watching this process in action makes it really clear HOW to make it work:

In this Teaching Channel video (click below), high school math teacher Maria Barchi demonstrates how she tiers instruction by giving different exit slips to students based on their mastery of a lesson, then adjusts instruction the following day based on their responses:

Below, second grade teacher Robert Pronovost shows how he uses two separate online programs, Planet Turtle and Dreambox, to meet students' individual needs in 2nd grade math (Teaching Channel):

The next video shows 5th grade teacher Stacy Brewer demonstrating how she differentiates process for readiness in writing responses to a text: Because this group of ELL students needs additional help, she works with them while the rest of the class responds to their questions independently (Teaching Channel).

Finally, this Teaching Channel video shows how Mary Vagenas uses Learning Menus to differentiate in her 7th grade Social Studies class:

Once you understand the basic principles of differentiation, it's a good idea to have a few basic tools on hand.

Task Cards
What are task cards? They are all the rage in some classrooms: The basic idea is that you take tasks and questions that might normally appear on worksheets and put them onto laminated cards (one item per card), which allows you to better individualize instruction, set up centers, and group students according to need (plus, you can re-use them year after year!). You can make your own or browse through thousands on Teachers Pay Teachers. This free e-book by Rachel Lynette explains how to use them in detail:

Tiered Lesson Template
This blog post from Marsha McGuire at A Differentiated Kindergarten shows you how to plan a tiered lesson and includes an editable template. Even though the featured classroom is a kindergarten, Marsha's system would work effectively with all age groups.

Using Color to Help You Tier Differentiated Activities

Learning Menus
This packet from the University of Virginia Curry School of Education teaches you how to create learning menus or choice menus, which offer students a variety of learning activities to choose from, depending on their interests and learning profiles.

Choice Menus (PDF)

There's No Time to Differentiate: Myth-Busting DI, Part 2
by John McCarthy
This Edutopia article discusses some of the myths about and objections to differentiation.

Dr. Kathie Nunley's Layered Curriculum
This website is based entirely on the Layered Curriculum philosophy. Somewhere between a learning menu and a tiered unit, a layered curriculum looks like an interesting take on differentiation and is worth a look once you've got the basics down.

Leading and Managing a Differentiated Classroom
by Carol Tomlinson and Marcia Imbeau
Although I have not read this one, I got a recommendation from Dr. Jennifer Beasley, an assistant professor in the Department of Curriculum and Instruction at the University of Arkansas. "This is a practical guide for how to begin to establish routines and practices that facilitate differentiation. We all know that we could have the most beautiful lesson on paper and see that same lesson fall apart in the classroom as a result of forgetting to give directions for handing out materials. This resource offers many practical examples for putting some routines in place to allow for working in groups, answering questions, or even talking with your students about differentiation."

If you thought this was helpful, stick around.
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A Starter Kit for Differentiated Instruction

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A collection of the clearest, most high-quality books, articles, videos, and downloadable documents for learning how to differentiate in your classroom.

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Differentiating Instruction Reading Writing and Thinking Laura Robb

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Differentiating Instruction Reading Writing and Thinking Laura Robb

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https://www.scholastic.com/teachers/articles/teaching-content/differentiated-instruction-content-areas-strategies-reading-thinking-and-writing-learn/

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https://www.youtube.com/watch?v=L9Jn2agO0lI

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Next Generation Science Standards Explained: Differentiated Instruction

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https://www.learningpersonalized.com/turning-up-the-volume-in-the-library-through-personalization/

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Michelle Luhtala is the library department chair at New Canaan High School in Connecticut, which won AASL's National School Library Program of the year in 2010. Michelle was named a Library Journal Mover & Shaker in 2015, and won the New York Times I Love My School Librarian award in 2012. Michelle facilitates monthly webinars at edWeb.net and blogs at Bibliotech.me. As a full-time education consultant, Allison Zmuda works with educators to grow ideas on how to make learning for students challenging, possible and worthy of the attempt. Over the past fifteen years, Zmuda has shared curricular, assessment, and instructional ideas, shown illustrative examples, and offered practical strategies of how to get started. View this post as it appeared in the October 2017 issue of Teacher Librarian (PDF)
Personalized learning continues to intrigue school and community leaders because of its untapped potential to grow a learner's capacity to become more sophisticated and skillful in identified competencies. These competencies or outcomes can be subject-specific (e.g., science, library) and cross-disciplinary (e.g., critical thinking, collaboration) in nature. But personalized learning is richer than a set of individualized plans targeted to move students through a series of topics to demonstrate mastery.

The heart of personalized learning is that it is personal - rich learning experiences where students deeply engage in meaningful, authentic, and rigorous challenges to demonstrate desired outcomes (Zmuda et. al., 2015; Kallick and Zmuda, 2017). The design of such experiences comes from cultivating partnerships with students based on trust, increased autonomy, shared responsibility, and thoughtful actions. The library program is optimally suited to support personalized instruction because it provides the resources, learning space, and opportunity for students to explore their intellectual passions. The heart of the library is the connection between librarian and students borne out of the inquiries, imaginations, and actions that thrive there. These physical and virtual spaces can provide powerful opportunities for students and staff to pursue deep inquiries, generate ideas, and develop creations (Future Ready framework).

Kallick and Zmuda (2017) began using the metaphor of an audio sounding board to illustrate choices the librarian makes in service to growing learner ownership and skill development. As we play this metaphor out in the library ecosystem, we offer the following elements for consideration to guide reimagination: collection, physical space, tutorials/demos, makerspace, media lab, and help center.

Librarian generated denotes a purposeful set of expectations that the librarian has full control of: the students and staff work within those parameters. As we begin to slide down toward co-created, students and staff offer suggestions and ideas to make the physical and virtual learning spaces more effective, As we continue moving down toward student generated, students have greater opportunity for increased leadership, ownership, and self-direction.

For each element, the librarian can turn the volume up or down amplifying or reducing the amount of student agency as the librarian and students begin to feel more comfortable with student self-direction. As you read the descriptions and illustrative examples of the elements below, the following questions may help guide your reflection:

How do I know if my students are ready to take more ownership of learning?

What evidence should I see that they are really learning?

When I begin to shift control to the students, how does my role also change?

Control of Collection

The collection addresses the learning community's needs, reflects trends in publishing, and evolves with changing needs of learners. At the librarian generated end of the collection spectrum, the librarian curates a comprehensive collection with input from staff and students to address the learning community's needs. This is the more traditional approach. Following a collection development policy, the librarian consults professional literature and other acquisitions guides to select materials he/she feels align well with the taught curriculum and learner needs.

As we move toward co-creation, the librarian regularly invites feedback from staff and students about accessibility, new formats, and ideas for new resources. Librarians commonly feature materials request forms on their library's website or social media page(s). They can send emails to the learning community asking for input, visit department meetings and Professional Learning Committees (PLCs), and ask students for input either face-to-face or virtually.

At the student generated end, students have input and voice in library collection development based on a transparent set of criteria (that they also may have had a hand in developing). Following this model, librarians will encourage students to participate in developing or revising materials selection policy or take charge of acquisitions in specific areas of collection development. A growing number of school librarians are giving students book budgets and/or taking students on book shopping field trips to local bookstores (Plemmons, 2017). Social cataloging tools such as LibraryThing and GoodReads can facilitate this model by giving students voice in genrefying, cataloging, and adding ratings and reviews to student generated virtual book shelves (Fleming, 2017).

Control of Physical Space

Physical space represents the organization of sections of library to address the many ways in which members of the learning community learn. At the librarian-generated end of the physical space, the librarian upholds purpose and placement of students in learning zones. When building a learning space from the ground up, the librarian will seek the advice of an architect, designer, and/or consultant when possible. If planning for the layout of an existing space, the librarian will factor practical considerations, such as instructional use, visual control, and student needs to set up the library and/or make changes.

As we move toward co-creation, the librarian works with faculty and students to design and maintain purpose in learning zones. At this level, the librarian includes members of the learning community in planning the layout or rearrangement of the library. There is some flexibility in changing zones based on student needs.

At the student generated end, the librarian is responsive to student needs based on accessibility, changing zones, and limited guidelines. Students use physical space(s) to suit their learning needs. At this end of the spectrum, students would make decisions about learning zones and move freely from one zone to another as their learning needs change.

Control of Tutorials and Demos

The purpose of tutorials and demos are to design set of instructions to guide students through something new/needs reinforcement. At the librarian-generated end, the librarian develops or curates tutorials/demos based on perception of student need and/or teacher assignment. Here, a librarian might create instructional tutorials in anticipation of student need while developing a lesson plan that will be co-taught with a classroom teacher.

As we move toward co-creation, the librarian generates or curates tutorials/demos and continues to improve them based on input from staff/students. Rather than preemptively create the instructional content alone, the librarian might do so in response to an instructional challenge voiced by the co-teacher or students themselves.

At the student generated end, the librarian encourages students to make or curate tutorials/demos based on what they need in style and format that is accessible and relevant. Students here decide what needs to be created, script it, and produce media for their co-learners. In the example below, students conceived the idea when asked what librarians should present to incoming freshmen on the first day of school. Students collaborated to write the video script, created the cue cards for their classmates to read, and took part in recording the footage along with the librarian.

Control of Maker Space

This space is set up for students and/or staff to innovate and create. At the librarian-generated end, the librarian determines resources and tools as well as how students think and work. This is where maker spaces face challenges. Introducing a new learning zone into a library, particularly one that is often misunderstood within the student, parent, faculty and administrative communities demands that those communities be pre-educated on the value of what may seem like an unorthodox use of library space. When librarians plan, design and equip maker spaces without consulting and informing the learning community, maker spaces tend to suffer.

As we move toward co-creation, the librarian regularly collaborates with staff about project ideas, approaches accessibility, and/or new resources for and with students. Providing innovative learning spaces for faculty to bring or send students to create projects for coursework often buys administrative and collegial support for maker spaces.

At the student generated end, the librarian regularly invites students to develop design challenges and leverage existing and new resources to innovate and create. Taking cues from students and letting maker spaces evolve organically engenders ownership within the learning community (Schwartz, 2016).

Control of Media Lab

Media lab is designed for students/staff to create and publish. At the librarian-generated end, the librarian determines recording equipment and editing tools available as well as access and rules for the space. Access is key here. Do students have to "sign up" to use the space or check out equipment?

As we move toward co-creation, the librarian regularly collaborates with staff about authentic and relevant media assignments, accessibility, and navigation of tools with students. A teacher planning a multimedia project may consult with the librarians on scheduling, equipment, and instructional needs and propose some options for making the space accessible to learners.

At the student generated end, librarian and staff support students to grow independence in planning, designing, and producing media projects that uphold the guidelines of responsible use. Student experts might support this learning by designing the space, managing the equipment, creating instructional materials, coordinating scheduling, and supporting professional development for faculty. At Springfield Township High School, Joyce Valenza described student involvement in the design of the library's Creative Commons media production lab, "The kids helped along the way as we chose the furniture, the colors, the hardware and software, and the name." (Valenza, 2012).

Control of Help Center

The help center is designed to support student needs through on-demand access to assist with their learning needs. At the librarian-generated end, the librarian is as accessible as possible during the day to address student needs. When a student needs support, he/she comes to find the librarian and asks for help.

As we move toward co-creation, the librarian is accessible 24/7 both physically and virtually to address learner needs. This may come in the form of librarian support via email, social media, texting services, and access to online instruction via a learning management system (LMS) or some alternative portal.

At the student generated end, library is accessible 24/7 with a physical and/or virtual help center that is staffed by librarian, faculty, and students. Here, the librarian shares the LMS or portal posting and email, social media, texting response work with a support corps that includes colleagues, students, and even parents.

Conclusion

Personalized learning is a means to a desired end: the capacity for students and staff to generate and pursue substantive inquiries; engage in deep reading and analysis; and develop ideas, solutions, and actions. Yes, the collaborations are unique given the people, organizational structure, and existing resources. The moral of the story - there is no one way to "do" personalized learning in the library. Students can pursue their interests at the most through their library's resources and instructional program. Librarianship can be personalized too, thus the visual metaphor referenced here can easily be applied to other elements as warranted by learner and librarian needs, interests, and resources. What we hope to model and grow in our students, can be thoughtfully reimagined with our students and staff instead of on their behalf.

Physical and Virtual Learning that is Happening in Library Ecosystem

Library Ecosystem

Description

Librarian Generated

Co-Created

Student Generated

Works Cited List

Fleming, Laura. We Love Books, Just as Much as Makerspaces: The Story of How Our Students Built Our Collection. (2017). World of Learning. Retrieved July 04, 2017, from http://worlds-of-learning.com/2017/03/22/love-books-just-much-makerspaces/

Future Ready Librarians. (n.d.). Retrieved July 03, 2017, from http://futureready.org/program-overview/librarians/

Kallick, B., & Zmuda, A. (2017). Students At The Center: Personalized Learning With Habits Of Mind. Alexandria, VA: ASCD.

Kallick, B., & Zmuda, A. (2017). Orchestrating the Move to Student-Driven Learning. Education Leadership,74(6), 53-57.

Schwartz, Katrina. Launching a Makerspace: Lessons Learned From a Transformed School Library. (2016). Mind/Shift. Retrieved July 04, 2017, from http://ww2.kqed.org/mindshift/2016/07/31/launching-a-makerspace-lessons-learned-from-a-transformed-school-library/.

Plemmons, Andy. Student Book Budgets: A Walk to Avid Bookshop. (2017). Expect Miraculous. Retrieved July 04, 2017, from https://expectmiraculous.com/2017/02/03/student-book-budgets-a-walk-to-avid-bookshop/

Valenza, Joyce. Our Own Creative Commons. (2012). NeverEnding Search. Retrieved July 04, 2017, from http://blogs.slj.com/neverendingsearch/2012/06/21/our-own-creative-commons/

We Trust You. (2013), Retrieved July 04, 2017, from https://youtu.be/WHSPXqsfKzM

Zmuda, A., Curtis, G., & Ullman, D. (2015). Learning personalized: the evolution of the contemporary classroom. San Francisco, CA: Jossey-Bass.

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Turning Up the Volume in the Library Through Personalization - Learning Personalized

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The heart of the library is the connection between librarian and students borne out of the inquiries, imaginations, and actions that thrive there. These physical and virtual spaces can provide powerful opportunities for students and staff to pursue deep inquiries, generate ideas, and develop creations

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https://midnightmusic.com.au/2020/04/how-to-use-choice-boards-in-the-music-classroom/

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This is a guest post by one of our blog writers, Katherine Miller.

Choice boards are not a new idea but they have become very popular as music teachers worldwide are trying to figure out how to best provide a music education in the virtual world.

A choice board is a graphic organizer that allows students to choose how they would like to learn about a particular subject or concept. Most commonly, choice boards look like squares where each square is one task. Students can choose the tasks they want to do in order to achieve mastery of the concept.

Top Benefits of Using Choice Boards

Besides allowing students some choice pertaining to their own learning preferences, choice boards have a few other benefits too! They are self paced and provide an easy opportunity for teachers to differentiate activities.

Teachers can provide tasks that require different levels of difficulty or tap into different intelligences as introduced to us by Howard Gardner. Choice boards can also help to increase student engagement and motivation as their voice matters. They can choose, organize and prioritize how they want to learn.

Lastly, in our move to all online education, choice boards can allow for us to continue to meet students where they are at and continue to provide an appropriate and engaging music education regardless of the tools or resources that our students might have at home.

We know music is important and can happen anywhere. Choice boards allow for students to find a way to make music and find a way to believe that too!

You can see why choice boards have become so popular in the recent weeks!

How to Set Up a Choice Board

Each square, or task, can be set up one of two ways. The first way is for students to choose at random. This means they could pick from any task they wanted with no regard to any requirements including order. It is completely their choice as to which tasks they would like to do.

Another option is to have one task lead to another so the choice board, and the tasks students are choosing, are more organized. Imagine a menu when you go out to eat. Food items are separated into appetizers, entrees, and, my favorite, dessert. In terms of choice boards, if activities are more organized, students would have to choose one appetizer and one entree before they get to pick a dessert.

You can do this a few different ways including making a menu of music choices for students or adding point values to each task. If each square has a point value, students would have to complete enough squares to achieve the total points specified by the teacher. Some squares are worth more than others.

Here are a few things you might want to think about before setting up a choice board for your elementary music students:

1. What are the most important things that students should know by the end of the month? By the end of the year?

Keeping the standard/standards or objective in mind will help you to decide what tasks are appropriate and will help students obtain mastery of the concept that you determine is the most important.

2. How will you incorporate different learning styles?

Choice boards should include a lot of different ways to get to the same goal. Think about how you can create tasks that give all learners a way to show what they know using different intelligences. You may also want to consider tasks that would be fitting for learners who need low risk activities to find success when making music at home.

3. What tools do students have with them at home? Do your activities need paper, writing utensils, or a device?

It is important to keep the tools students have at home in mind when picking out the tasks in order for students to be able to actually do them!

4. What do you want the end product to be? How will you know students are learning? Or do you need to know?

As you pick out tasks, think about the evidence you will have from your students after they have completed the task. Student tasks can show engagement (like completing a "bingo", or 5 tasks in a row) or understanding (like turning in their work via writing, picture or video for you to assess). Keeping the end in mind is important in order to follow the expectations in your own teaching situation.

If student mastery of the concept is important, how will students turn their products into you? Will they use paper, pictures, or video? Make sure you think through the workflow. And then, clearly communicate to students what tasks should be turned in for assessment and how they will do that.

5. And in my opinion the most important, how can you continue to connect with kids?

We are all in this confusing and difficult time together. Students and families are craving the connections that we are so good at creating within the "normal" school setting.

How can you help to incorporate this into the tasks you are asking students to do at home?

Will you participate in the tasks along with students?

Will you check in families personally?

Will you acknowledge students who are continuing to stay engaged from home?

Will you "meet" with students to see how things are going?

I encourage you to consider how to stay connected and making music with your students, even from afar.

Choice boards are a great choice to help as we are all getting used to the new normal. They provide lots of opportunities for students to continue to be the makers of music at home while providing some flexibility and understanding that not all students' homes look the same.

Have you used choice boards in your classroom? Or are you planning on using them? We would love to hear from you!

Choice Board Example:
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About the writer

Katherine (Katie) Miller holds a Bachelor of Music in Education degree from Otterbein University (Westerville, OH) and a Masters of Educational Leadership from Antioch McGregor Midwest (Yellow Springs, OH). She has 15 years of professional musical experience as a music educator and performer.

She is currently employed by the School District of Waukesha in Waukesha, WI, where she teaches K-5 General Music and serves as a district model tech classroom. She was recognized in 2018 as a WPT Education Innovator by Wisconsin Public Television Education team.

Hello! I'm Katie Wardrobe - an Australian music technology trainer and consultant with a passion for helping music teachers through my business Midnight Music.

I'm a qualified teacher but no, I don't currently teach in a school. I help teachers through my online professional development space - the Midnight Music Community - where there are tutorial videos, courses, links and downloadable resources.

I like to focus on easy ways to incorporate technology into what you are already doing in your music curriculum through a range of creative projects. I also run live workshops and have presented at countless conferences and other music education events.

If you want simple, effective ideas for using technology in music education, I would LOVE to help you inside the Midnight Music Community.
Learn more and take a sneak peek inside

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how to use choice boards in the music classroom

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how to use choice boards with my students

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How to Use Choice Boards in the Music Classroom

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This is a guest post by one of our blog writers, Katherine Miller. Choice boards are not a new idea but they have become very popular as music teachers worldwide are trying to figure out how to best provide a music education in the virtual world.

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http://2differentiate.pbworks.com/f/nagc_cubing__think_dots.pdf

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https://go.fairydustteaching.com/looseparts-startupguide/

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Can you use and/or adapt some of these ideas so that you are meeting the needs of students?

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Choice Strategies: Increasing Differentiation in PE

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Choice Strategies: Increasing Differentiation in PE

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https://blog.gophersport.com/increasing-differentiation-choice-in-physical-education/

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PE Blog – Read & Discuss Current PE Topics

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Choice Strategies: Increasing Differentiation in PE | Gopher PE Blog

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Empower students to take ownership in physical activity by offering choices. Find which games and levels of competition they prefer to play!

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http://www.edugains.ca/resourcesLNS/Monographs/CapacityBuildingSeries/Differentiate_Math.pdf

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https://www.ascd.org/el/articles/teach-up-for-excellence

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Within the lifetime of a significant segment of the population, schools in the United States operated under the banner of "separate but equal" opportunity. In time, and at considerable cost, we came to grips with the reality that separate is seldom equal. But half a century later, and with integration a given, many of our students still have separate and drastically unequal learning experiences (Darling-Hammond, 2010).

Many of our schools are overwhelmingly attended by low-income and racially and linguistically diverse students, whereas nearby schools are largely attended by students from more affluent and privileged backgrounds (Kozol, 2005). Another kind of separateness exists within schools. It's frequently the case that students attend classes that correlate highly with learners' race and socioeconomic status, with less privileged students in lower learning groups or tracks and more privileged students in more advanced ones (Darling-Hammond, 2010).

The logic behind separating students by what educators perceive to be their ability is that it enables teachers to provide students with the kind of instruction they need. Teachers can remediate students who perform at a lower level of proficiency and accelerate those who perform at a higher level. All too often, however, students in lower-level classrooms receive a level of education that ensures they will remain at the tail end of the learning spectrum. High-end students may (or may not) experience rich and challenging learning opportunities, and students in the middle too often encounter uninspired learning experiences that may not be crippling but are seldom energizing. No group comes to know, understand, and value the others. Schools in which this arrangement is the norm often display an "us versus them" attitude that either defines the school environment or dwells just below the surface of daily exchanges.

Research finds that sorting, this 21st century version of school segregation, correlates strongly with student race and economic status and predicts and contributes to student outcomes, with students in higher-level classes typically experiencing better teachers, curriculum, and achievement levels than peers in lower-level classes (Carbonaro &amp; Gamoran, 2003). Further, when lower-performing students experience curriculum and instruction focused on meaning and understanding, they increase their skills at least as much as their higher-achieving peers do (Educational Research Service, 1992).

These findings are even more problematic when combined with our current understanding that the human brain is incredibly malleable and that individuals can nearly always outperform our expectations for them. The sorting mechanisms often used in school are not only poor predictors of success in life, but also poor measures of what a young person can accomplish, given the right context (Dweck, 2007). Virtually all students would benefit from the kind of curriculum and instruction we have often reserved for advanced learners-that is, curriculum and instruction designed to engage students, with a focus on meaning making, problem solving, logical thinking, and transfer of learning (National Research Council, 1999).

In addition, the demographic reality is that low-income students of color and English language learners will soon become the majority of students in our schools (Center for Public Education, 2007; Gray &amp; Fleischman, 2004). Given that low-level classes are largely made up of students from these groups and that students in such classes fare poorly in terms of academic achievement, the societal cost of continuing to support sorting students is likely to be high (Darling-Hammond, 2006).

Finally, Americans tend to be justly proud of the democratic ideals that represent this nation. We nourish those ideals when we invest in systems that enable each individual to achieve his or her best (Gardner, 1961). In contrast, we undercut those ideals when the systems we create contribute to a widening gap between those who have privilege and those who do not (Fullan, 2001).

Too few students-including those who excel academically-regularly have education experiences that stimulate and stretch them. Teaching up is one key approach that teachers can use to regularly make such experiences available to all students, regardless of their backgrounds and starting points.

To create classrooms that give students equal access to excellence, educators at all levels need to focus on seven interrelated principles.

1. Accept that human differences are not only normal but also desirable. Each person has something of value to contribute to the group, and the group is diminished without that contribution. Teachers who teach up create a community of learners in which everyone works together to benefit both individuals and the group. These teachers know that the power of learning is magnified when the classroom functions effectively as a microcosm of a world in which we want to live. They craft culturally and economically inclusive classrooms that take into account the power of race, culture, and economic status in how students construct meaning; and they support students in making meaning in multiple ways (Gay, 2000).

2. Develop a growth mind-set. Providing equity of access to excellence through teaching up has its roots in a teacher's mind-set about the capacity of each learner to succeed (Dweck, 2007). It requires doggedly challenging the preconception that high ability dwells largely in more privileged students. The greatest barrier to learning is often not what the student knows, but what the teacher expects of the student (Good, 1987).

A teacher with a growth mind-set creates learning experiences that reinforce the principle that effort rather than background is the greatest determinant of success, a notion that can dramatically help students who experience institutional and instructional racism. A growth mind-set also creates classrooms that persistently demonstrate to students and teachers alike that when a student works hard and intelligently, the result is consistent growth that enables people to accomplish their goals.

Teachers who teach up provide students with clear learning targets, guidelines, and feedback as well as a safe learning environment that supports them as they take their next steps in growth, no matter what their current level of performance is. Through words, actions, and caring, the teacher conveys to students "I know you have the capacity to do what's required for success; therefore, I expect much of you. Because I expect much, I'll support your success in every way I can. I'm here to be your partner in achievement."

3. Work to understand students' cultures, interests, needs, and perspectives. People are shaped by their backgrounds, and respecting students means respecting their backgrounds-including their race and culture. Teaching any student well means striving to understand how that student approaches learning and creating an environment that is respectful of and responsive to what each student brings to the classroom.

Many of us know the Golden Rule: Treat others as you would want to be treated. In classrooms that work for a wide spectrum of people, the Platinum Rule works better: Treat others as they want to be treated. This principle relates not only to teacher and student interactions, but also to teacher choices about curriculum and instruction.

For teachers who teach up, understanding students' learning profiles is the driving force behind instructional planning and delivery. A learning profile refers to how individuals learn most efficiently and effectively. How we learn is shaped by a variety of factors, including culture, gender, environmental preferences, and personal strengths or weaknesses. Teachers can talk with their students about preferred approaches to learning, offer varied routes to accomplishing required goals, and observe which options students select and how those options support learning (or don't). Teachers who teach up select instructional strategies and approaches in response to what they know of their students' interests and learning preferences, rather than beginning with a strategy and hoping it works. Teaching up is not about hope. It's about purposeful instructional planning that aims at ensuring high-level success for each student.

4. Create a base of rigorous learning opportunities. Teachers who teach up help students form a conceptual understanding of the disciplines, connect what they learn to their own lives, address significant problems using essential knowledge and skills, collaborate with peers, examine varied perspectives, and create authentic products for meaningful audiences. These teachers develop classrooms that are literacy-rich and that incorporate a wide range of resources that attend to student interests and support student learning.

Teachers who teach up also ensure that students develop the skills of independence, self-direction, collaboration, and production that are necessary for success. They commend excellence as a way of life and demonstrate to learners the satisfaction that comes from accepting a challenge and investing one's best effort in achieving it. They know that when tasks help students make sense of important ideas, are highly relevant to students' life experiences, and are designed at a moderate level of challenge, students are willing to do the hard work that is the hallmark of excellence. These teachers scaffold each student as he or she takes the next step toward excellence.

For example, a high school teacher began a study of Romeo and Juliet by having students think of instances in books, movies, TV shows, or their own lives when people's perceptions of others made it difficult to have certain friends, be in love with a particular person, or feel supported in their marriage. In this culturally diverse class, every student offered examples. They were fascinated with how often this theme played out across cultures, and they eagerly talked about what the examples had in common. As the teacher continued to guide them in relating the play to their own examples, the students remained highly engaged with a classic that might otherwise have seemed remote to them. When students make cultural and linguistic connections with content, they display more sophisticated thinking about essential learning goals (Gibbons, 2002).

5. Understand that students come to the classroom with varied points of entry into a curriculum and move through it at different rates. For intellectual risk-taking to occur, classrooms need to feel safe to students from a full range of cultural, racial, and economic backgrounds. Teachers who teach up understand that some students may feel racially and culturally isolated in their classes. Therefore, they find multiple ways for students to display their insights for the group. These teachers understand that every student needs "peacock" moments of success so classmates accept them as intellectual contributors.

For instance, a teacher might observe a student in a small-group setting who is questioning his peers about the solution to a math problem they are pursuing because it does not seem correct to him. A teacher who overhears the exchange might simply say to the group, "It seems important to me that Anthony raised the question he posed to you. His thinking brought to your attention the need to think further about your solution. The ability to ask a challenging question at the right time is a good talent to have." Elizabeth Cohen (1994) calls that attribution of status.

Teaching up means monitoring student growth so that when students fall behind, misunderstand, or move beyond expectations, teachers are primed to take appropriate instructional action. They guide all students in working with the "melody line" of the curriculum-the essential knowledge, understanding, and skills-while ensuring ample opportunity for individuals and small groups to work with "accompaniments"-that is, scaffolding for students who need additional work with prerequisites and extending depth for students who need to move ahead. For example, some students might need additional work with academic vocabulary, the cornerstone skills of literacy and numeracy, or self-awareness and self-direction. Other students will explore and apply understandings at more expert levels.

Teaching up also calls on teachers to use formative assessment data to guide instructional planning, scaffold the learning of struggling students, and extend learning for advanced students. In other words, teaching up requires both high expectations and high personalization.

For instance, in a middle school science study of simple machines, the teacher made certain to preteach key vocabulary to students who found academic vocabulary challenging. Students then examined and analyzed several Rube Goldberg contraptions, watched and discussed a video, and read designated sections from a text. This multimodal approach ensured that everyone had a solid baseline of experience with concepts they would then explore.

Following a formative assessment on the topic, students worked on one of two tasks. Students who needed additional reinforcement of how simple machines worked went on a guided tour of the school and speculated which simple machines were involved in mechanisms they came across in their tour, such as an elevator. Later, they used print and web sources to confirm or revise their projections. Students who had already demonstrated solid mastery of the topic worked in teams to identify a problem at school or in their lives that three or more simple machines working together could solve; they also used web and text sources to confirm or revise their projections.

6. Create flexible classroom routines and procedures that attend to learner needs. Teachers who teach up realize that only classrooms that operate flexibly enough to make room for a range of student needs can effectively address the differences that are inevitable in any group of learners. They see that such flexibility is also a prerequisite for complex student thinking and student application of content (Darling-Hammond, Bransford, LePage, &amp; Hammerness, 2007). Teachers who teach up carefully select times when the class works as a whole, when students work independently, and when students work in groups. They teach their students when and how to help one another as well as how to guide their own work effectively. This kind of flexibility is commonly found in kindergarten classrooms-a strong indication that it's within reach of all grade levels.

An elementary math teacher in one such classroom regularly used formative assessment to chart students' progress. On the basis of what she learned, she built into her instructional plans opportunities for small-group instruction in which she could teach in new ways concepts that some students found difficult, extend the thinking of students who had mastered the concepts, and help students connect what they were learning to various interest areas. Occasionally, she modified the daily schedule so she could work with a portion of the class more intensively. In those instances, some students might work on writing assignments or with longer-term projects in the morning while the teacher met with a given group on a math topic and guided their work. In the afternoon, students would reverse assignments so that she could work with the morning's writers on math. She found that working with the small groups at key times in the learning cycle significantly increased the achievement of virtually all the students in the class.

In the same vein, a team of high school teachers took turns hosting a study room after school on Monday through Thursday. They expected students who hadn't completed their homework to attend. They also invited students who were having difficulty with course requirements and encouraged all students to come if they wanted additional support. Many students did. The sessions, which were less formal than class, also promoted sound relationships between the teachers and their students and among the students themselves.

7. Be an analytical practitioner. Teachers who teach up consistently reflect on classroom procedures, practices, and pedagogies for evidence that they are working for each student-and modify them when they're not. They are the students of their students. They are vigilant about noticing when students "do right," and they provide positive descriptive feedback so students can successfully recall or replicate the skill, knowledge, or behaviors in question. They empower students to teach them, as teachers, what makes students most successful. They share with students their aspirations for student success. They talk with students about what is and isn't working in the classroom, and they enlist students' partnership in crafting a classroom that maximizes the growth of each individual and of the group as a whole.

Consider a group of primary teachers who conducted individual assessments of kindergartners' understanding of symmetrical and asymmetrical figures and then discussed what they observed. They realized that vocabulary played a large role in the success of students who mastered the concept. As a result, they were better positioned to support the growth of students who were initially less successful by adding vocabulary practice to math instruction.

Or, consider a middle school teacher who talked often with his students about his confidence that they were engineers of their own success. To reinforce that point, he carefully observed students during whole-class, small-group, and independent work. He'd make comments privately to students as he moved among them or as he stood at the door when they entered or left the room: "Josh, you provided leadership today when your group got off task. I wanted you to know it made a difference." "Ariela, you stuck with the work today when it was tough. Good job!" "Logan, are you still on track to bring in a draft of your paper tomorrow so you'll have a chance to polish it before it's due next week?"

In her provocative book, Wounded by School, Kirsten Olson (2009) concludes that perhaps the deepest wounds schools inflict on students are wounds of underestimation. We underestimate students when they come to us with skills and experiences that differ from the ones we expected and we conclude they're incapable of complex work. We underestimate students when they fall short of expectations because they don't understand the school game and we determine that they lack motivation. We underestimate them when we allow them to shrink silently into the background of the action in the classroom. We underestimate them, too, when we assume they're doing well in school because they earn high grades, and we praise them for reaching a performance level that required no risk or struggle.

Classrooms that teach up function from the premise that student potential is like an iceberg-most of it is obscured from view-and that high trust, high expectations, and a high-support environment will reveal in time what's hidden.

Martin Luther King Jr. (1965) reminded us that human beings arecaught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly affects all indirectly. I can never be what I ought to be until you are what you ought to be, and you can never be what you ought to be until I am what I ought to be. This is the interrelated structure of reality.That truth has never been more evident than it is today. Schools have the still-untapped possibility of helping all kinds of learners become what they ought to be by developing the skill-and will-to proliferate classrooms in which equal access to excellence is a reality for all learners.

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All students deserve equitable access to an engaging and rigorous curriculum.

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https://www.fluentu.com/blog/educator/differentiation-in-mfl/#:~:text=differentiating%20instruction%20means%20%E2%80%9Cshaking%20up,and%20expressing%20what%20they%20learn.

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Any angler worth their salt knows that different types of fish go for different types of bait.

Likewise, as a teacher, you need to make sure you're using different types of bait for your MFL students.

After all, each student approaches foreign language education with their own jumble of motivations, skills, interests and personal experiences.

But how can we engage a whole classroom of these diverse personalities?

That's where differentiation comes in.

By practicing differentiation, educators take into account the varied learning styles and abilities of all students. Ideally, a differentiated classroom will provide multiple paths for every student to achieve their personal best.

Let's look more in depth at this framework and why it's important for foreign language educators.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

What Is Differentiation?

Differentiation is a framework for accommodating different learning styles and capabilities. On a practical level, the goal is to put limited classroom resources and teacher time to the best use for all students, whether they're visual or verbal learners, social or solitary, slow or quick.

Carol Ann Tomlinson, a renowned educator and champion of classroom differentiation, believes:

...differentiating instruction means "shaking up" what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

- "How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition"

Overall, Tomlinson describes differentiation as more of a heuristic approach than a defined set of tactics. It requires planning proactively for a varied, supportive learning environment.

In this post, we'll walk through some key strategies to accomplish differentiation in the foreign language classroom, plus sample activities to go along with those strategies. These should serve as a jumping off point for the many ways differentiation can be accomplished in your own classroom.

Why Is Differentiation Important for MFL Teachers?

Students in any classroom represent a range of perspectives, capabilities and learning styles. In the foreign language classroom, these differences can be particularly pronounced.

Some students will have a natural ear for language while others will struggle. Some are already bilingual in other languages. They'll all face different personal learning obstacles, from grammar to pronunciation.

And while dwindling school resources pose a problem for educators across all subjects, again, foreign language educators are especially burdened. Languages and arts are often the first subjects on the chopping block for school budget cuts, meaning language educators need to focus on reaching all students with limited class time and resources. Adopting differentiation as a philosophy can help identify solutions.

Strategies for Differentiation

According to Tomlinson, educators can differentiate across four key axes:

Content: Broadly speaking, this refers to the concepts that your lessons cover. Students understand, remember, apply and organize content with different abilities.

Process: The process is how students learn, whether visually, kinesthetically, etc., and how much individual support they need from the educator.

Product: How and to what extent students can demonstrate what they've learned. Some students would rather write a book report than deliver a presentation and vice versa for others.

Environment: This refers to the physical and psychological space of the classroom. Tomlinson advises creating a flexible, varied layout that allows for both group and individual work.

On a practical level, this opens up a number of routes for effective differentiation. In this post, I'll focus on three:

Differentiation by outcome: Educator assigns the same work to all students but accepts and encourages a range of results. Open-ended questions, writing prompts and discussion topics can all be used for differentiation by outcome.

Differentiation by task: Educator assigns different work to different groups of students depending on learning styles/abilities. Educator might also assign the same series of increasingly complex tasks to all students, to be completed at their own paces.

Differentiation by choice: Educator provides a variety of assignments for students to choose from, which allows students to use different skills (analytical, creative, technical, etc.) to put lessons into practice.

You may want to expand your scope as you become more practiced in differentiation; check out these comprehensive lists of differentiation styles.

In any differentiated classroom, the educator should provide clear guidelines for all activities and maintain an active, engaged role in the classroom. Students should not mistake a flexible learning environment for free time.

Sample Activities for Applying Differentiation Strategies

1. Free-answer Prompts (Differentiation by Outcome)

At its most basic, this activity provides students with the space to respond in their own ways to a universal prompt.

As an educator, you're likely already comfortable coming up with writing prompts for your students. Don't be afraid to draw on your existing experience; just be sure to keep a few guidelines for differentiation in mind:

Keep it concise and straightforward.

Don't use a yes-or-no question as it won't inspire much in the way of diverse responses.

Think of your prompt as more of a jumping-off point and less of a question with correct and incorrect answers.

For example, free-answer prompts might do the following:

Ask students to explain any grammar rule(s) of their choosing as if they were the teachers.

Ask students to write a fictional story that uses all words on a given vocabulary list.

Ask students to describe the key conflicts in a novel your class is reading.

You could even ask students to respond to something they've read or watched, and base that response around an authentic example of the language. For that, I recommend FluentU.

Setting this up is simple. Create a Word document with your prompt at the top of the page, keeping the rest of the page blank or lined, and print enough copies for your classroom.

Depending on the prompt, you can let students know that they can respond in the style that suits them best, whether full sentences or bullet points. You can even design prompts that allow for creative responses such as drawing. Be clear that you'll be collecting and examining their responses.

2. Color-coded Worksheets (Differentiation by Task)

Catering to students who learn at different speeds and with different degrees of success can be difficult, especially because of the emotional and social implications of implying an intelligence hierarchy in the classroom. You may already have encountered the color-coding option, where different tasks can be assigned to different groups without implying that any one group is "better" than the others.

For the color-coded worksheets activity, you'll tailor different tasks to groups of students based on their learning styles. Don't assume this actively simply involves giving some students "easy" questions and some students "hard" ones. Instead, consider how your students think. Who would benefit from analytical questions, who needs to get more comfortable with definitions or foundational concepts, and who just needs an opportunity to speak more in the target language?

Let's say you're reading a novel with your intermediate foreign language class. Your blue group could provide a plot summary and character breakdown for a particular chapter. Your red group could pick out all the key vocabulary from that chapter and provide target language definitions. Your orange group could predict what's going to happen in the next chapter. Your purple group could draw comparisons with other literature your class has read or that they've read on their own.

This activity shouldn't be overused, in part because you're unlikely to want to mix the groups up much, and in part because of the heavy out-of-class preparation it requires on your part. You may find it works best to break up one of your longer or more difficult units, especially towards the second half of your term when you're well versed in individual students' learning styles.

3. Choose Your Own Adventure (Differentiation by Choice)

This activity provides a setting for students to pick their own learning activities without straying from your curriculum. It also allows for some flexibility for students who don't necessarily have one concrete preferred learning environment.

Your first step is to decide what you're going to be evaluating students on for this activity. Vocabulary? Reading or verbal comprehension? Grammar? Provide one class material that everyone will be working with for this activity, whether it's a target language word list or a clip from a target language movie.

Your classroom should be broken into a few stations, where you'll provide different ways for students to prove what they know about the material. For example, there might be a station for students who will draw or make crafts, another station for students who will make charts and tables, and yet another station for free-writers. You'll find some ideas for different activities to get you started here (page 29) and here.

Be an active presence in the classroom, floating from station to station and asking students about their work. At set intervals (for example, every 15 minutes), let students know that they can move to another station if they wish. The idea is to guide students to their highest personal learning potential.

This activity works best when students have enough time to explore the choices and complete them at their own pace, so you should carve out plenty of time in your lesson plan. You might use this activity to perk students back up after a vacation or as a full-period review before a test.

No matter what language you're teaching, differentiation can serve as an important technique to engage the wide range of learners in your classroom.

With these activities as a jumping-off point, you can go on to explore the many ways that differentiation can help your students achieve their personal bests in foreign language learning.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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The MFL Teacher's Guide to Classroom Differentiation That Works

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Any angler worth their salt knows that different types of fish go for different types of bait. Likewise, as a teacher, you need to make sure you're using different types of bait for your MFL students. After all, each student approaches foreign language education with their own jumble of motivations, skills, interests and personal experiences.

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Lots of resources for school librarians in one place 

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Lots of resources for school librarians in one place 

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https://libraries.tas.gov.au/school-library/Pages/effective.aspx

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The School Library Guidelines is a collection of online resources which aims to support Tasmanian school libraries. It is primarily designed to support the TALIS network which includes most Department of Education school libraries, TasTAFE Libraries, specialist Department for Education, Children and Young People libraries and Libraries Tasmania. TALIS libraries share the same library management system which enables them to circulate resources, run reports, provide an online catalogue and much more.

Effective school libraries

An effective school library enhances student learning outcomes by providing a range of programs, services and resources which support teaching and learning. It also supports and encourages students' reading experiences.

These libraries will usually:

Offer quality programs that support the curriculum.

Help teachers integrate information literacy skills into learning activities.

Promote information literacy by helping students develop skills to find, evaluate, use, create and share information and knowledge.

Enrich student reading experiences and develop independent reading skills.

Support teaching and learning strategies.

Provide teachers with professional support.

Source and deliver suitable and current resources in multiple formats.

Maintain collections that meet the needs of the school community.

Use current technologies to provide easy access to information.

Adopt flexible design principles.

Offer stimulating teaching and learning environments.

Reflect and support the social and cultural profile of the school community.

Operate efficient library systems.

Requirements

Skilled, well-trained and enthusiastic library staff.

Adequate time allocation for library duties.

Good funding levels to develop services and collections.

Library representation on curriculum planning groups and other school committees.

Educational and administrative leadership by the school principal.

Awareness of current library research and best practice.

Support from the governing body (eg Department of Education, Catholic Education Office) and library associations.

Guiding principles

Six guiding principles for school libraries are outlined in The school library and learning in the information landscape: Guidelines for New Zealand schools (2002) (pdf):

Information literacy: The school library is a learning environment central to the development of an information-literate school community.

Service: The school library is a managed centre of professional expertise and support for the school community.

Reading: The school library is a foundation for the school's literacy programmes and a catalyst for the development of lifelong readers.

Access: The school library is a hub and interface with organised systems for accessing and managing information and resources.

Information resources: The school library is a provider of information resources selected to meet the curriculum and information needs of the school.

Place: The school library is a student-centred facility designed to play a key role in the intellectual, educational, and cultural life of the school.

Research

Research links effective school libraries to improved student learning and academic success. A good summary is provided by Hilary Hughes in School libraries and teacher-librarians: evidence of their contribution to student literacy and learning (2013).

This suggests school libraries should have access to a qualified teacher-librarian. Teacher-librarians are a critical link between teaching and learning programs and professional library leadership.

The Students Need School Libraries campaign, an initiative of a coalition of library associations, effectively outlines the benefits of school libraries and provides links to supporting research. Watch their video Why are School Libraries so Important?

Further reading

Leading whole school literacy from the library - Merga, SCIS Issue 124, Term 1 2023

School libraries supporting literacy and wellbeing - Merga, 2022

2022 School Library Survey Report Australia and New Zealand - Softlink, 2022

Libraries as wellbeing supportive spaces in contemporary schools - Merga, Journal of Library Administration, 2021

Libraries as literacy leaders - Jorm & Robey, National Education Summit Australia, 2021

How can school libraries support student wellbeing? Evidence and implications for further research - Merga, Journal of Library Administration, 2020

A place to get away from it all: 5 ways school libraries support student well-being - The Conversation, 2020

Teacher librarians linked to improved student literacy - ACER, 2020

Research into teacher librarians in school libraries - ABC News, 2019

Why school libraries matter - National Library of New Zealand

Purpose of the school library - National Library of New Zealand

School libraries matter! The missing piece in the education puzzle - Godfree & Neilson, ACCESS, Vol 37, 2018

School libraries work! A compendium of research supporting the effectiveness of school libraries - Scholastic, 2016

School libraries impact studies - Library Research Service

IFLA school library guidelines - International Federation of Library Associations and Institutions, 2015

School libraries and teacher-librarians: evidence of their contribution to student literacy and learning - Hughes, Curriculum & Leadership Journal, 2013 (pdf)

School libraries, teacher-librarians and literacy at Gold Coast schools: research findings - Hughes et al, Synergy, 2013

School Library Guidelines - home page Give feedback about the School Library Guidelines
Page updated 14/06/2023

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Effective school libraries - Libraries Tasmania

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The School Library Guidelines is a collection of online resources which aims to support Tasmanian school libraries. It is primarily designed to support the TALIS network which includes most Department of Education school libraries, TasTAFE Libraries, specialist Department for Education, Children and Young People libraries and Libraries Tasmania.

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https://www.smore.com/rtj5d-personalized-learning-in-music

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On the Road to Personalized Learning with Megan Endicott

Personalized Learning Articles

Bio

Megan Endicott is the general music teacher at Dolvin Elementary School. She serves as a Fulton County Fine Arts Support Teacher where she coaches and provides support for elementary music teachers across the district. In addition, Mrs. Endicott is a lead coach for the district Vanguard team and works with educators across multiple grade levels and disciplines to support a personalized learning environment in their classrooms, build capacity, and seamlessly integrate technology. She holds a bachelor's degree in music education from the University of Georgia and a master's degree in educational technology from Central Michigan University. She is currently working on her specialist degree in instructional technology with a leadership certification from Kennesaw State University. Mrs. Endicott was recognized and awarded the Atlanta Families' Award of Excellence in Education and Teacher of the Year. Mrs. Endicott has presented at various conferences on topics such as PBL, Personalized Learning, Rigor & Blooms Taxonomy in music, Voice and Choice, and App Smashing to name a few at conferences such as: ISTE, CUE, TI:ME, GMEA, GaETC and local school district professional development sessions. She has co-hosted PlayDateATL and EdCamp Fulton. Mrs. Endicott serves as an ambassador for TouchCast, Seesaw, WonderWorkshop Innovation Squad, Plickers, Quaver's Marvelous World of Music, Edmodo and Symbaloo as well as a Nearpod Certified Trainer and PioNear.

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On the Road to Personalized Learning with Megan Endicott Personalized Learning Articles Megan Endicott is the general music teacher at Dolvin Elementary School. She serves as a Fulton County Fine Arts Support Teacher where she coaches and provides support for elementary music teachers across the district. In addition, Mrs.

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https://www.makersempire.com/9-ways-teachers-can-differentiate-design-tasks-students/

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9 Ways Teachers Can Differentiate Design Tasks for Students | Makers Empire

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At Makers Empire we believe that every child can change their world...

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Tiered Instruction, Menus, Cubing, Socratic Seminars and More

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Tiered Instruction, Menus, Cubing, Socratic Seminars and More

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https://www.hoodriver.k12.or.us/cms/lib/OR01000849/Centricity/Domain/1244/StrategiesThatDifferentiateInstruction4.12.pdf

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https://fairydustteaching.com/blog/

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Recently, I was walking by a playground of children playing in Paris, France. The sounds of the play could have been happening in China, Holland, or Tulsa, Oklahoma. Because the fact is, all children are wired for play. It's one of the universal drives inherent in...

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Do you feel you do not have the space in your classroom for an atelier? All it takes is one shelf. You could call it a mini-atelier. The word "Atelier" comes from the French word meaning the studio or workshop. It is a place for children to create, imagine, play...

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Recently, I was walking by a playground of children playing in Paris, France. The sounds of the play could have been happening in China, Holland, or Tulsa, Oklahoma. Because the fact is, all children are wired for play. It's one of the universal drives inherent in... Phew!

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How does collaboration help with differentiation? Can you use these ideas to promote collaboration in your classroom?

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Adapted Ideas for Physical Education to Meet the Needs of Learners

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Adapted Ideas for Physical Education to Meet the Needs of Learners

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https://www.pecentral.org/adapted/adaptedactivities.html

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PE Central: Adapted Physical Education Web Sites

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PE Central is a web site that provides information about developmentatally appropriate physical education practices and programs.

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https://www.hmhco.com/blog/strategies-for-differentiated-math-instruction

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Math classrooms are mosaics of strengths and experiences. When we have students with diverse backgrounds-with various languages, achievements, and interests-in the same space, everyone learns from each other and broadens their world.

On the flip side, though, teaching math to a broad array of students can be challenging. Do you struggle to reach all of your students? Are you a newer teacher who is looking to improve your practice? The strategies for differentiated instruction provided here might help you out.

What Is Differentiated Math Instruction?

Differentiated math instruction refers to the collection of techniques, strategies, and adaptations you can use to reach your diverse group of learners and make mathematics accessible to every single one. Dr. Timothy Kanold, former president of the National Council of Supervisors of Mathematics (NCSM)-and HMH author- clarifies that differentiation in a math lesson is "differentiation on the entry points into the task for support or the exit point to advance student thinking."

By applying various tools and strategies, such as incorporating technology, assigning hands-on projects, and teaching in math small-group formats, you can help every student meet expectations. We know that there are different schools of thought regarding what differentiation means. When we use the term, we are talking about providing student choice, voice, and agency. Differentiating instruction isn't meant to add more work to your day. Quite the opposite, in fact; it's meant as a teaching approach that will help you to reach more students in terms of accessibility and equity, making your job both easier and more effective in the long run.

Why Is Differentiating Math Instruction Important?

Some people think that math, more than any other subject, is the best fit for differentiation. Even though a 2018 survey by Texas Instruments found that 46% of kids said they really liked math, there are hundreds of books, websites, and memes discussing the difficulty of the subject. From the anxiety caused by there being only one correct answer to the cultural buy-in to the myth of being-or not being-a "math person" to the fear of solving a word problem, many students struggle with math. In addition, many students and educators alike find it hard to make the connection between math and the real world, which only increases disillusionment with the subject. That's why it's especially important to be open to new ways of providing instruction.

The National Council of Teachers of Mathematics (NCTM) promotes differentiating math instruction for differences in learning as well as differences in achievement, interest, and confidence. NCTM advises that the need is greater in middle and high school, as higher-level math relies on more complex reasoning. When you differentiate your math instruction, you support all learners by targeting and addressing specific needs of groups and individual students.

Examples of Differentiated Instruction in Math

Do you need ideas for how to differentiate your teaching to be sure your math students are progressing? Below are seven differentiation strategies for math instruction, along with ways that you can use them in your math classroom. They serve as examples of differentiated instruction in math and may work better for some classrooms and math topics than others. Customize these ideas however you need to serve you and your students.

Strategy 1: Math Centers

For this, you'll need to come up with a few activities your students can rotate through (be sure to browse our library of free activities and resources!), such as watching a video, reading an article, or solving a word problem. We spoke with Kristy McFarlane, an instructional supervisor at Sandshore Elementary School in New Jersey, about differentiation. She says math teachers at her school spend about 10 minutes on a mini-lesson for the whole class and then students spend about 15 minutes at various math centers. "They might meet with the teacher in a small group for extra help, use math software, do a game or project at the hands-on station, or do seat work based on the day's mini-lesson," she says.

Math centers are a powerful way to facilitate independent and small group learning within your classroom. Our program, for example, is known for embedding resources and instructional time to math centers. If a select group of your students are all struggling to, say, add fractions, they may benefit from an activity that has them practice finding least common denominators. Think about ways to customize the groupings and centers so they're perfect for your students' strengths, misconceptions, and interests, and make use of tools that strategically group students and recommend activities for you.

Strategy 2: Activity Cards

Choice is an important part of differentiation, and letting students decide how they want to spend their time is a great way to appeal to various learning preferences. You'll need to come up with math problems, tasks, or questions. As much as possible, use or create cards that span several lessons and offer options to work independently, with a partner, or in a small group. Ask for feedback so you can adjust future learning accordingly. Many of HMH's math programs, including , , and include inquiry-based task and project cards that help teachers differentiate.

Strategy 3: Choice Boards

As we just mentioned, giving students the ability to make decisions about their learning is an important part of differentiation. A choice board is a graphic organizer that gives students activities to choose from. There are different types of choice boards, but they need to focus on specific learning needs, interests, and skills. Choice boards increase student ownership; students pace themselves and get to decide how to engage with information, along with how to demonstrate their learning. Some teachers create different versions of the same choice board; others will color-code options to signify topic, activity type, or expected level of challenge. Check out the choice board we developed for remote learning. This board covers all subjects but also includes a free template to get you started on a math-only version.

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7 Strategies for Differentiated Math Instruction

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These strategies provide differentiated math instruction to K-12 teachers looking for ways to personalize their mathematics teaching.

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New South Wales Education: Differentiation 

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New South Wales Education: Differentiation 

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https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/differentiating-learning

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Differentiation refers to the responses that teachers make to learners' needs. Effective differentiation functions on the premise that every student can do remarkable things with the appropriate guidance and support.

Teachers are 'differentiating' when they:

provide several learning options or different paths to learning, to help students take in information and make sense of concepts and skills

provide appropriate levels of challenge for all students including those who are behind, those in the middle and those who are advanced.

Effective differentiation doesn't provide excuses or easy ways out, for example, teachers are not differentiating when they 'water down' the curriculum for students.

Teachers can differentiate through a range of instructional and management strategies. This includes classroom elements (content, process, product and learning environment) in relation to student needs (readiness, interest and learning profile).

In its truest sense, teaching is not finished until learning occurs - for each learner. Teaching without learning is an oxymoron. Tomlinson, 2006

The key principles are:

A differentiated classroom is flexible: teachers and students understand that there are many classroom elements that can be used to promote individual and whole-class success, such as:

time

materials

modes of teaching

ways of grouping students

ways of expressing learning

ways of assessing learning.

Assessment and instruction are inseparable: the teacher views everything that a student says or does as useful information to understand the learner and craft their effective instruction for that learner (differentiation of instruction stems from effective and ongoing assessment of learner needs).

All students participate in 'respectful' work: each student needs to be involved in challenging tasks that are equally interesting and engaging, to offer equal access to essential understanding and skills.

Students and teachers are collaborators in learning: the teacher studies their students to ascertain what works and what doesn't work for them and continually involves students in decision-making about the classroom (as a result students become more independent learners).

The teacher uses flexible grouping options: they plan student working arrangements that vary widely and purposefully often over relatively short periods of time, for example, whole-class, small group and one-on-one arrangements are used (the flexible grouping of students helps ensure access to a wide variety of learning opportunities and working arrangements).

The teacher focuses on the essentials: they provide clarity about what is essential for students to know, understand and do.

The teacher modifies content, process and products: they find key opportunities to meet learners where they are 'at' in order to propel them forward in knowledge, understanding and skill.

Note: it is not necessary to differentiate everything all of the time.

Those elements may include time, space, groupings, materials, modes of presentation, modes of investigation, resources and instructional strategies.

Flexibility involves the teacher searching for solutions to the inevitable problems and tensions that arise when teaching complex content to a variety of students.

Assessment and instruction are inseperable

All students participate in respectful work

The teacher's goal is that each student finds their work challenging and interesting, and grapples squarely with the knowledge and skills which give them the power to understand, apply and progress to the next learning stage, most of the time.

Differentiation does not presume different tasks for each student, but rather just enough flexibility in task complexity, working arrangements and modes of learning expression that varied students find learning a good fit much of the time.

Students and teachers are collaborators in learning

Classrooms are more effective and inviting when responsibility for their operation is shared by all members of the learning community.

Students hold pivotal information about their likes and preferred ways of learning.

Students can learn to make choices that enhance both their learning and their status as a learner.

Flexible student grouping options

The teacher defines essentials

The teacher modifies content

This is done by providing opportunities so students can work with content and products in sense-making learning experiences that are responsive to the students' readiness, needs, interests and best modes of learning.

In doing this, teachers maximise the opportunities for success for each learner.

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Explore the guiding principles of flexibility, respect and collaboration when setting up a differentiated classroom.

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https://sedl.org/loteced/communique/n06.pdf

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https://my.nsta.org/collection/28825

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Differentiation in the science classroom Collection | NSTA

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https://microcredentials.digitalpromise.org/explore/technology-for-differentiation

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Using Differentiation Instruction in Music 

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Using Differentiation Instruction in Music 

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https://www.smartmusic.com/blog/using-differentiated-instruction-in-music-lesson-plans/

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4 Ways to Differentiate in the Art Classroom

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4 Ways to Differentiate in the Art Classroom

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https://theartofeducation.edu/2021/04/16/4-ways-to-differentiate-in-the-art-classroom/

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Our art rooms are magical places where we see a wide range of neurodiverse students. This is probably one of the most exciting parts of being an art teacher; celebrating inclusivity! When developing lessons, we need to provide opportunities for all learners to find success. Differentiation in your classroom is key. But what exactly is it, and how do we support our students without losing our curriculum's rigor?

What is Differentiation?

In an interview with Carol Ann Tomlinson in EdWeek (2008), she states:

"I define [differentiation] as a teacher really trying to address students' particular readiness needs, their particular interests, and their preferred ways of learning. Of course, these efforts must be rooted in sound classroom practice-it's not just a matter of trying anything. There are key principles of differentiated instruction that we know to be best practices and that support everything we do in the classroom. But at its core, differentiated instruction means addressing ways in which students vary as learners."

The great news is that we often already differentiate art instruction with ease. Our standards allow for flexibility to address our diverse learners and meet them where they are. Differentiation in the art room comes more naturally as we celebrate each students' individual artistic voice and self-expression. Let's take a look at some intentional ways we can plan for differentiation within our lessons.

Differentiating Lessons

When planning your lessons, consider your students' visible needs and the less expected challenges students have in learning and creating. From fine motor skills, abstract thinking, and emotional readiness, providing a choice will inherently differentiate your lessons. Scaffolding with choice provides opportunities for students to learn wherever they are to achieve personal success. This is not to say you shouldn't challenge your students to push outside their comfort zone and grow. There is a distinct difference between enabling a student and supporting their learning.

The What

Consider the content you are teaching. We often start with the end-product or goals in mind. Take a look at what you want students to create and consider your assessment. Reviewing your concepts and objectives will help focus your essential learning standards. Providing a rubric that outlines 3-4 essential standards gives students a starting point for creating. The remainder of your options are there to support learning and individual artistic voice.

For example, if students are creating a one-point perspective drawing, your essential standards may include accurately using one-point perspective, developing an image using varied line weight, and using shading to create emphasis.

One choice students have is what they are drawing using one-point perspective. Perhaps a bedroom, or the school hallway, or even down their neighborhood street. Another choice is how they creatively enhance that room, hallway, or street. The opportunities for adding imaginative qualities into their drawing are endless. Asking students to explore "who lives in the room," or "what happens to your school hallway in an apocalypse?" still focuses on demonstrating the essential standard while also encouraging them to take risks. The content is differentiated to provide space for personal exploration.

The How

Another way to differentiate your lessons is through material choices. While it may be harder to offer many different materials at once, we can still differentiate within what we offer.

One example of differentiating materials is looking at various levels of difficulty within the media. If the focus is on color schemes in a lesson, try including colored pencils, oil pastels, and watercolor. Demonstrate each, let students explore and practice each, and then let them determine which media they want to explore further in your lesson.

Another example of differentiation within one media includes how that media is being used. For example, when teaching a unit on collage, consider students' varying levels of fine motor skills and sensory needs. Before creating a collage artwork, students can explore the differences between tearing paper and cutting paper. Then, ask students to cut out an image precisely with scissors, and more advanced students can try using a precision knife. Consider how students will glue paper to their artwork. Students can explore composition with imagery, where gluing skills may not be as demanding. They can also practice filling in a precise image outline by gluing torn or cut colors.

These methods are valid ways to create collage artwork, and all of these exercise fine motor skills and practice. Once students have been exposed to these techniques, you can then offer a choice of collage method to create the final artwork. Students may choose a technique they feel most confident in, but it will challenge all students to create an artwork using those fine motor skills.

The Why

Yet another way to differentiate for your students is to consider why they are creating. Students' personal connections to their work support engagement which leads to persistence and perseverance. But not all topics are emotionally appropriate for all students.

One example of how to differentiate "the why" is to focus on the skills you are assessing while providing three different ways a student could demonstrate those skills. When teaching photography, for example, you might end a unit with students producing four prints to represent a chosen topic. Your themes or topics should range in emotional approachability. Three differentiated themes could be (1) observe objects in an unexpected way, (2) create through the inspiration of song lyrics, a poem, or short story, and (3) create a social justice response to something important to you. In each of these examples, you are assessing the quality of the print, the ability to use artistic choices like composition and light, and how to tell a story visually. How the student demonstrates those skills is at a varying point of emotional access.

The Where

Where students learn is yet another example of differentiation. Students can learn in a whole-class lecture on a foundational learning level, in small groups, one-on-one, or through collaborative or independent means. When considering differentiating, however, we are looking more closely at how specific students learn best. Provide opportunities for students to create in the way that makes them most comfortable while introducing other ways to learn from each other. When providing these spaces, students may decide they would like to work together on a collaborative artwork, create an online store to sell mini artworks, or pitch a proposal for a hallway mural.

Differentiation may feel automatic in our current teaching practices. Take time to reflect on your current lessons and check for places you can add in more choice. When we consider the what, the how, the why, and the where, we ensure opportunities for success for all learning styles and needs.
In what ways are you already differentiating your lessons? How do you provide choices to support all types of learning?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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4 Ways to Differentiate in the Art Classroom

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4 Ways to Differentiate in the Art Classroom Differentiation % %

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https://ceedar.education.ufl.edu/wp-content/uploads/2021/07/edutopia-finley-53-ways-to-check-understanding-2016.pdf

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How do small worlds help us differentiate? 

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How do small worlds help us differentiate? 

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https://tecribresearch.wordpress.com/2021/01/13/small-worlds-in-early-learning-now-is-the-time/

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Could you use learning menus in your classroom? how could you adapt what is done here to meet the needs of your students?

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https://www.solutiontree.com/blog/how-to-differentiate-math-instruction/#:~:text=In%20mathematics%2C%20differentiation%20supports%20an,by%20you%20and%20their%20peers).

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When I am in schools working with teachers of mathematics, the most common question I get is, "How do I use rich, higher-level-cognitive-demand tasks with each and every student? I know my students need access to more complex mathematical tasks, but how do I implement them well with all students?"

The answer to this question lies in establishing the foundation of a differentiation process during each mathematics lesson.

Definition of Differentiated Instruction in Mathematics

In mathematics, differentiation supports an individual student learning process not through the use of different lessons for each student, but through the intentional development of differentiation (scaffolding and advancing prompts provided by you and their peers).

Tomlinson and Allan (2000) defined differentiation this way:

"A teacher who is differentiating understands a student's needs to express humor, or work with a group, or have additional teaching on a particular skill, or delve more deeply into a particular topic, or have guided help-and the teacher responds actively and positively to that need. The goal of a differentiated classroom is maximum student growth and individual success."

To achieve the differentiation described by Tomlinson and Allan, both the choice of mathematical tasks to learn the standard for the day and the nature of the student discourse with peers need to be planned in advance of the lesson.

Instructional Strategies: The Need for Balance

Balancing Cognitive Demand

You begin to plan for a differentiated lesson by asking: What mathematical tasks will I use to engage students in the essential learning for today? How will I order the use of the tasks? How will I provide time for my students to process their thinking for each task?

Differentiation is an instructional shift requiring you to provide students with different (thus differentiating) entry or exit points to each mathematical task.

When you choose higher-level-cognitive-demand tasks to teach the standard, your students should not have a set of predetermined procedures to follow to reach a solution, or, if the tasks involve procedures, your students should explain why and how they perform the procedure or use a specific strategy.

Ultimately, higher-level-cognitive-demand mathematical tasks support increased student exploration, communication, and reasoning and allow for multiple solution pathways or representations (Kanold, et al, 2018).

Balancing Whole-Group and Small-Group Discourse

As you build procedural fluency on a foundation of conceptual understanding, strategic reasoning, and problem solving (NGA Center & CCSSO, 2010; NCTM, 2000, 2014) through task selection, there is another important lesson design question:
What type of student discourse will I use for the lesson each day? How will I balance the whole-group and small-group discussions with my students? Who is doing the talking? My student with each other, or me, as the teacher?
The manner in which you facilitate student discourse is essential in creating and supporting a classroom-learning environment that values reasoning and sensemaking from the student's point of view. How you ask questions and facilitate discourse in your classroom has important implications for whether or not your classroom instruction promotes an equity culture.

Through the use of either whole-group or small-group discourse, you decide what thinking to share and whose voices to hear. This has a profound impact on how knowledge is shared and created in your classroom, how deeply the task engages students, how they will receive feedback during the task, and who plays a primary role in that knowledge sharing and creation. In short, your discourse affects student agency toward learning the mathematics.

There are several considerations for how students will experience the process of learning the mathematical tasks you chose:

Will students watch you model the task, as you ask individual members of the class guiding questions from the front of the room? (i.e. whole-group discourse)

Will your students discuss a strategy for working on the task with partners or in small groups as you circulate the room and provide differentiated feedback and prompts for perseverance? (i.e. small-group discourse)

Or, will students use some combination of both lesson communication styles?

In the lesson design process, part of your professional responsibility is to ensure a daily balance of whole-group and small-group classroom discourse or discussions.

Implementation: Now What?

What happens when students get stuck and how do you know?

Part of the struggle with implementing higher-level-cognitive-demand mathematics tasks is maintaining student perseverance throughout the task. Have you ever had students shut down when you try something new in class or when you give them a problem they perceive as too hard for them? If you have, then you know it is not fun when it happens. It's easy to think the problem was too hard and your students just can't do "those types of math problems."

Below are few questions to consider before you start the lesson to support perseverance:

1. What types of misconceptions do you anticipate students will struggle with during the task?

2. What types of scaffolding questions can you ask students to help guide their work on this task when they get stuck?

Unstucking and Advancing Prompts

In order to support student perseverance throughout a lesson, you can have "unstucking" and advancing prompts ready to go for each task of the lesson.

Unstucking prompts, also known as assessing or scaffolding prompts, are questions or statements you use to help students access the content or start the task if they are stuck. Advancing prompts are questions or statements you use to extend a task for a group of students who are demonstrating understanding (Kanold, et al, 2018).

For a student struggling to get started, consider asking:

What do you know about the problem?

What do you think you should do first? Then, what would you do after that?

I like that I see _____, how could you add on to it?

For a group of students with different approaches, consider asking:

Who agrees? Disagrees? Who will explain why or why not?

Who has the same answer but a different way to explain it?

Explain the strategy ___ used by your partner? How is it similar or different to your strategy?

Imagine taking a close look at what your students are doing as the mathematics lesson progresses. Are your students being expected to embrace their errors as they reflect, refine, and act on the in-class practice with their peers and with you?

Formative Assessment

One way to serve differentiation is via formative assessment processes in class.

According to W. James Popham (2011), the following occurs when during the lesson teachers use formative assessment and feedback well: It can essentially double the speed of student learning, producing large gains in students' achievement. (p. 36)

Below are few questions to consider before you start the lesson to prepare for the formative assessment process:

1. How do you plan to provide feedback to student solution pathways and explanations?

2. How will students work on the task with their peers and receive feedback from one another?

3. How will you ensure all students take action on feedback received during the task? (Kanold, et al, 2018)

Your best opportunity to see and hear how students are thinking, monitor that student thinking and learning, and provide formative feedback occurs when students are working in small groups on mathematical tasks with their peers as you monitor the student teams to see and hear what they are doing and thinking.

Douglas Reeves (2011, 2016) and John Hattie (2009, 2012) provide insight into four essential characteristics of meaningful feedback that create a basis for effective formative feedback to students. The key is making your feedback FAST (fair, accurate, specific, and timely) and actionable. Students must take action on the feedback you provide to truly make large gains in their learning.

In summary, differentiation in the mathematics classroom begins in the lesson-design process, but comes to life around the mathematical tasks used with students. Your intentional development and balanced use of higher-level cognitive demand tasks and small-group and whole-group discourse provide you the flexibility to scaffold your questioning and create opportunities for students to receive feedback.
References:
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.

Kanold, T. D., Schuhl, S., Larson, M. R., Barnes, B., Kanold-McIntyre, J., & Toncheff, M. (2018). Mathematics instruction and tasks in a PLC at Work. Bloomington, IN: Solution Tree Press.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston VA: Author.

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010).Common core state standards for mathematics. Common core state standards (college- and career-readiness standards and K-12 standards in English language arts and math). Washington, DC: Author.

Popham, W. J. (2011). Transformative assessment in action: An inside look at applying the process. Alexandria, VA: Association for Supervision and Curriculum Development.

Reeves, D. (2011). Elements of grading: A guide to effective practice. Bloomington, IN: Solution Tree Press.

Reeves, D. (2016). Elements of grading: A guide to effective practice (2nd ed.). Bloomington, IN: Solution Tree Press.

Tomlinson, C. & Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

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When I am in schools working with teachers of mathematics, the most common question I get is, "How do I use rich, higher-level-cognitive-demand tasks with each and every student? I know my students need access to more complex mathematical tasks, but how do I implement them well with all students?"

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https://www.cultofpedagogy.com/student-playlists-differentiation/

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Listen to my interview with Tracy Enos or read the transcript here.

In our never-ending quest to find better ways to differentiate and personalize instruction for students, we have plenty of options. I covered a lot of the basics in my Differentiation Starter Kit. Then last year we learned how math teacher Natalie McCutchen manages a self-paced classroom. And for ESL students, there are the Can-Do Descriptors.

Now, Rhode Island teacher Tracy Enos shares her system for customizing instruction to meet the needs of every student. She calls it a playlist, an individualized digital assignment chart that students work through at their own pace.

First, consider what we usually do: When planning a typical unit of instruction, teachers map out a series of lessons to deliver, assignments for students to complete, and some kind of final assessment at the end. They might share this plan with students, but then the execution is done by the teacher: The teacher delivers the lessons, tells students when to do the assignments, and guides students toward the final assessment.

With playlists, the responsibility for executing the learning plan shifts: Students are given the unit plan, including access to all the lessons (in text or video form), ahead of time. With the learning plan in hand, students work through the lessons and assignments at their own pace. And because each student has her own digital copy of the playlist (delivered through a system like Google Classroom), the teacher can customize the list to meet each student's needs.

"A playlist is basically like a road map," Enos explains. "I started using them in my classroom when I looked at my room full of 26 students and I saw the variety in their abilities. I knew I needed something different so that I could meet the needs of each one of those kids. Instead of just saying, 'OK, everybody, we're going to work on this lesson today,' I needed to individualize it so that different kids are working on things that they needed."

The term playlist, by the way, was coined by one of Enos' colleagues, math teacher Jason Appel.

Here are screenshots of three sample playlists from Enos's class. If you click on each one, you'll be taken to the full version to view in Google Docs. Although these examples come from a language arts class, Enos feels strongly that the playlist concept could be used in any content area.

Argument Writing Playlist

The first playlist is for a unit on argument writing. What you see here is just the first few tasks; there are 19 on the full playlist.

In the first column, Enos simply names the task. The second column provides specific instructions for the task. The third column is set up for students to record any notes they have about the task, and the fourth is where students record the date they completed the task.

Although much of the playlist will be exactly the same for each student, especially for the first few tasks, individual tasks can be customized to meet individual needs. Because the playlist is stored in digital form, the teacher can go into each student's playlist at any time and make adjustments as needed.

In addition to adjusting certain tasks, Enos also builds space in each playlist for purely individualized tasks. If we look further down her playlist, we see that tasks #14 and #15 have been left open for individualized focus revision activities, to be determined after the student has written her draft:

Enos does place occasional hard deadlines into her playlists; item 13 above has a date assigned to it. Although students are allowed to complete the work before the deadline, having this task pinned to a specific date helps prevent students from getting too far off track from each other.

Parts of Speech Playlist

This next one is from a unit designed to review the parts of speech. Notice that some of the tasks are quite simple and quick: Students just need to log on to a certain platform, create an account, or join an online group. This makes the playlist a practical tool as well as a good instructional vehicle: One place to keep learning tasks AND the kinds of housekeeping items that accompany most units. And breaking units into smaller tasks gives students a feeling of accomplishment as they move through each item.

To see the full version of this playlist, click the image below:

Again, the "Directions" column allows for maximum flexibility. The teacher can add tech tips, reminders, or any other information that might help student complete the task more smoothly. And if this is done in digital form, the teacher can easily add tips, links, or other comments at any time, making the playlist a living document.

Book Club Playlist

The final example is a playlist created for a unit on dystopian fiction, in which students participated in book clubs.

Notice that the playlist also includes checkpoints, where students must touch base with their teacher before moving on. These can be built in at any point for any reason, such as making sure students have completed key housekeeping tasks (like in the example above) or having the teacher review a draft for quality.

Many of the tasks in the playlist will ultimately result in the student submitting work through Google Classroom, or they might require a paper submission in a class that hasn't gone quite so digital. In fact, the whole system could be done on paper-one look at how student learning is managed in a Montessori classroom and you'll see how that can work. What's key is that students work through the list on their own, which frees the teacher up to spend more time working one-on-one with students.

If students are truly working at their own pace, wouldn't that mean some are way ahead, even finished with a unit, while others drag way behind? Setting a few hard deadlines (as shown in the argument writing playlist) can help keep the pacing from spiraling too far out of whack, but if our goal is true individualization, then we shouldn't want everyone to be too closely aligned.

This can be managed on a day-to-day basis. Students who are taking longer to master key tasks will likely get more one-on-one assistance from the teacher or be placed in groups to help them. Those who finish the required material quickly can be given enrichment tasks that take the learning to more advanced levels.

Homework also takes on a different role in a class that uses playlists: Because students work through the playlists on their own, they decide whether they get homework or not. If a student is moving through a playlist quickly, they may not have a need to spend extra time on the work at home. Conversely, if a student finds he needs extra help in class, he may decide to catch up on a few videos at home.

For a more in-depth exploration of playlists, listen to my podcast interview with Tracy Enos using the player above or by listening on iTunes or Stitcher (for Android). If you have questions, ask them in the comments below and I'll have Tracy come over and answer them. And if you have used a system that's similar to playlists, please share your experiences in the comments so we can all learn together.♦

There's a lot more where this came from.
Join the Cult of Pedagogy mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and fun. You'll get access to my members-only library of free downloadable resources, including my e-booklet, 20 Ways to Cut Your Grading Time in Half, which has helped thousands of teachers spend less time grading. If you are already a subscriber and want this resource, just check your most recent email for a link to the Members-Only Library-it's in there!

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Using Playlists to Differentiate Instruction

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Want better differentiation? Learn how to use this simple method for providing students with customized plans for working through a unit of study.

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Methods of Differentiation for Teaching Reading

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Methods of Differentiation for Teaching Reading

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https://www.shmoop.com/teachers/curriculum/differentiation/differentiation-reading.html

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The awesome thing about differentiated instruction is that it's so doggone versatile. You've already got the general approaches to get you differentiating across the board; to really shake things up, here's a handful of methods you can use specifically for teaching.

Everyone gets their own volume.

Some of these strategies will work better with younger students, some with older, and some can work for all ages with just a little adaptation. Ultimately, you know best what will work in your classroom, so we'll leave you to it.

Or better yet, leave it up to your students, because tip #1 is:

1. Let your students pick their own reading material.

Before you decide either (a) you can't do this because it would mean too much work for you; (b) you can't do this because you don't know how; or (c) you can't do this because all of your students would be reading crap...take a minute to breathe. We'll tell you up front that even though Nancie Atwell (who gave us this idea) is all for choice, even she places some limitations on what books students can read.

For one thing, students are choosing books from her well-curated classroom library, and for another, she bans books that she considers "junk" (we won't point any fingers, but Nancie will: Gossip Girl is mentioned by name, and books based on video games get the boot, too).

She does, however, make exceptions when it appears that a less than literary title may be a student's only entry point to reading.

Atwell discusses her process in brief on the Kids Recommend page of her school's website, and in detail in her book The Reading Zone. Whether or not you're ready to climb on board, you may find some ideas about using student choice to help differentiate your reading instruction.

2. Set up multiple reading centers in your room that focus on different literacy skills.

You can either have students rotate through these centers over time (a new center every 20 minutes, every day, or every week, depending on the complexity and length of the assignments and activities at each center) or allow students to choose which centers they spend time at during a "free choice" portion of the class. Figure 2 on page 9 of the article " Differentiated Reading Instruction: What and How" offers a nice list of ideas for literacy centers that can be adapted for various age groups.

3. Match the level to the student.

It can be useful to work individually with students to help them learn how to tell (eventually they'll be able to do it on their own) if a book they're considering reading is too easy, too hard, or just right. The reason it's so important is described in detail in Melinda Parks' article " Choosing Books that are Just Right." We'll give you a hint: did Goldilocks keep eating the porridge that was too hot? Exactly. And if we want our students to keep reading, the same thing goes.

Want more resources behind that reasoning? Reading Rockets, which produces shows on reading for PBS, offers the Five Finger Rule for choosing just-right books. And even though it's worded for a younger crowd, the method will work just as well for older students.

4. Read aloud in class.

Most folk think this is a more common activity in early childhood education. But when you think about it, there's no real reason to phase it out as students grow out of their short pants. Some students take in information better when they hear it, which is why audio books are such a racket these days.

If you're concerned that students won't get practice reading with their eyes if they do it with their ears instead, encourage them to read along while they listen to a recording or to you (if you've got that awesomesauce reading voice down). At the least, a good way to get them started on their homework can be reading the first chapter of a new book. And hey, you don't have to do it all yourself: go in a circle or do it popcorn style so they can practice their eye-to-vocal-chords coordination too.

And that's another benefit of reading aloud in class. Aside from the fact that it may reel students in or just plain work better for aural learners, it can give some of your students a chance to practice their reading voices while improving diction, enunciation, and self-confidence. And add to that that you'll be able to stop every once in a while to check for understanding. When you do this, you can offer insights and share reading strategies with students. Whether it's a "did you get this five-syllable word" or "maybe we should underline that important-sounding sentence."

Not convinced yet? Go back and read this section out loud and then your doubts will be drowned out for sure.

5. Use multiple levels of the same text when possible (and if necessary).

Some students might thrive on the footnotes in the Signet Classics version of Romeo and Juliet, while others may benefit from a fun, kooky summary with quizzes, themes, and characters to give that extra boost (not to mention some added food for thought).

Also, books like The Odyssey and come in various translations (including the Shmoop translations, we might add), and some of those are more user-friendly than others. You can also find abridged versions of some texts if need be.

6. Ready, brace yourself....watch the movie.

Sure, you'll want to lay on the reminders that it's not a substitute for reading the book. But if there's a promising film (or stage) adaptation available for a text you're studying in class, by all means, dim the lights and give it a go. Or encourage your students to do that at home, if you can't spare the class time.

Getting the information in more than one format will help some students make connections they may not have made otherwise. And it will offer an opportunity for students to compare a text presented in two different media formats, which just so happens to be Common Core standard. That's hitting so many birds with one televised stone we don't even know where to start.

P.S. We have book vs. movie sections in lots of our Learning Guides.

7. Bring in props or visual aids that illustrate some aspect of what you're reading.

If you're reading Lord of the Flies, head to the beach (or a gift shop) and find yourself a conch. Tangible objects that make connections to the text will help some students engage with the material and feel like literature is coming alive. And hey-you don't need to provide them all yourself. Encourage your students to bring in an object and explain its relationship to the text.

8. Offer independent reading time in class.

That way students can enjoy the reading process and also get some practice. There will be some students who don't look forward to this time at all, but there will be others who savor it. And whatever their personal opinion, chances are they've all got something to gain from the practice. Just try to keep it balanced (not every day, not entire class periods) to meet the needs of students in both camps.

9. Encourage students to discuss the materials they read, and do it in various ways.

In other words, discussion shouldn't always be a series of responses to specific questions you ask. From time to time, a handy little "What did you think?" or "Did you like it? Why or why not?" can really do the trick. You don't always need to be all "What does the skull symbolize, and why does it show up at this particular moment in the plot?" Not that there's anything wrong with that, but hey, this is the article on differentiated instruction. So get different.

In other words, try to facilitate the discussion without necessarily leading it. Whether it's assigning individual students to bring a few questions into class, having them take a vote or debate about what a certain line means, or asking each student to come up with a different adjective for one character. By having a range of ways to talk about the books you're reading, you may just find yourself catching your students asking each another those questions before class has even started.

10. Just surrender. Use an app.

For realz. If your students feel most at home online, use ReadTheory or a similar online app. It may not be made out of trees and have pages, but it's designed to improve reading comprehension. It targets a wide range of students (K-12) and starts students with individual assessments so that content will be tailored to their specific needs.

The articles students read and the questions they answer on ReadTheory mimic the kinds of questions they may encounter on standardized tests, which can be a plus or a minus, depending how you look at it. On the one hand, it could be good practice for students, and hey-some students actually thrive with these kinds of learning activities. On the other hand, it's possible your students-and maybe you, too-have had enough of standardized tests, and you won't be so into this option. Still, it's a good way to inject some variety for the app generation.

11. Connect lit to life.

You're reading Anna Karenina and you talk about the role of social status and judgment in 21st-century America. You just finished One Hundred Years of Solitude and you assign a creative writing piece where they bring some magical realism to your very own classroom. They're having trouble with the philosophy behind Notes from Underground so you create a two-minute video showing what would happen if the Underground Man lived and lamented in Silicon Valley.

After all, what's this all about? Reaching the widest range of students with their variety of quirks and learning methods. And if we're lucky, doing it in a way that will keep reading hot and relevant in a world where attention spans are increasingly...oh look, a lolcat!

We think you get the idea.

P.S. Head on over to our Teaching Guides and Online Courses for loads of ideas for differentiation.

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methods of differentiation for teaching reading

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information about methods of differentiation for teaching reading

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help with methods of differentiation for teaching reading

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methods of differentiation for teaching reading ideas

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Methods of Differentiation for Teaching Reading

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Articles for teachers on Methods of Differentiation for Teaching Reading, including tips and strategies that work.

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https://www.edutopia.org/blog/enhanced-learning-through-differentiated-technology-julie-stern

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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http://www.edugains.ca/resourcesDI/TeachingLearningExamples/Arts/GR8_ARTS_DRAMA_MASTERCRITIC.pdf

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https://theartyteacher.com/what-is-differentiation-in-art/

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Differentiation in art means providing for the individual needs of the students in your art class so that they all make progress.

When I was training to be an art teacher I found differentiation to be very confusing and worrying. How could I possibly plan work that differentiated for each and every single student and their varied needs? I imagined excruciatingly long lesson plans with microscopic detail for each student. Luckily this isn't the case. So, how do you differentiate in art?

Supporting Students

For me, differentiation is all about various ways of supporting students. Some of this is planned for and, as you become a more experienced teacher, some of this happens with thought, practice and habit. This support needs to come before, during and after the lesson.

Firstly, you need to know your students. This means looking at their data. Who has English as an additional language? Who has special educational needs? Who are you going to stretch and who is going to find things difficult? Knowing this is all part of differentiation in the art classroom. Make sure this information is in your planner. It may well become pertinent as you build up a picture of your students and notice successes or problems.

Planning

Planning a unit of work that is appropriate for the age range and ability of a class is broad differentiation. I have taught in a school where the students are streamed. I would plan very different work for a top set of students in comparison to a lower set. This is differentiation at the planning stage. I have also taught in schools where the students are not setted. If I was going into a school where I was uncertain of the ability of the students I would try and get to look at past work of different year groups. This would really help me to see what level the students are working at.

It is widely believed to be outdated to write what 'All students will...' 'Most students will...' 'Some students will...' to differentiate between your low, average and very able students in your planning. I always plan a journey and an outcome that all students will achieve. How they get there just might be different. Some will certainly need more help. Some will definitely push an idea further.

Beyond the Data

Next, you need to get to know your students as individuals. Who is the student who repeatedly doesn't know what they are doing after you have just told the whole class what to do? You go to them first to make sure they know what they're doing, that's differentiation. Who has behavioural issues and is going to be slow getting on with the task? This is also a student you need to support to make progress with behavioural strategies. Responding to different learning styles and needs is differentiation.

Different students will need different levels of support throughout the lesson. Being aware of this and offering the right level of support is differentiation. You can make more ambitious suggestions to your more able students. Push them to succeed. This might be telling them to add a much, much higher level of detail within drawing. This might be encouraging them to make a more ambitious armature for a sculpture. You may know them well enough to know they have the resilience to do something again to a higher standard or take a piece of work further.

Less able students are going to need more one-to-one support. Breaking tasks down into smaller manageable chunks for them is often essential and can be done verbally. This is differentiation. Less able students may well be sitting there thinking 'I can't do this'. Approaching them and showing them again how to do something, or showing them what small part to tackle first is differentiation. Their success might be simply managing to finish a task.

Support Resources

You might create step by step guides for tasks, that give students a tick list of stages to progress through. This would be helpful for students with a poor working memory. I would make them available to all students but make sure that those students who really needed them were using them. I even know a teacher who has translated these into different languages to support her students with the most extreme EAL. Wow, that's dedication.

Differentiation in Art by Task / Outcome

I wouldn't feel comfortable singling out children and getting them to do a different, simpler task to their peers. This wouldn't be good for their self-esteem. However, there are subtler ways of differentiating by task and outcome.

For example, differentiating by negotiation. I recently used some animals grid drawings as an extension activity*. I gathered students around to show them the different options. I pointed out which ones were more difficult and suggested that if they knew they were really good at drawing they should try one of the tricky ones. If they knew they found drawing a challenge, I pointed out other ones they should try. This is differentiation by task. You could take this further by suggesting that if they achieved a certain grade on a previous drawing task they should choose particular worksheets or if they had achieved a particular grade they should choose other worksheets.

Differentiation by outcome can happen as work progresses. For example, if students are designing a sculpture inspired by the work of Gaudi, you would aim for every student's sculpture reflected the shapes and features found in Gaudi's work. You would help all students one-to-one in the lesson so that all students could reach this basic level. You would then push the more able to extend their designs and be more ambitious. Their sculpture could have satellite components attached with wire. You could then share their ideas with the class driving up the standard and outcomes of the class as a whole.

Differentiation by Extension

I'm a big fan of offering extra, optional class and homework tasks, that link to the current unit of work, in return for some sort of reward. In my school that would be a merit which is part of our rewards system. I have done this in two ways: By providing a menu of tasks which students can choose from. I try to make this include a wide variety of practical and more research-based tasks so that it appeals to a broad range of students. Another way I have found great success with is to get the students to come up with the list of tasks. Their collective imagination is always going to be greater than mine! This is a really enjoyable activity and gives you a chance to praise imagination. I have managed to type this into a Word document during the lesson as they come up with the ideas and print it there and then, although this is not essential.

Additional optional tasks appeal to the more able and to the keen. I don't believe more work is better but I do believe providing students with additional ways to practice or additional opportunities to try new media or experiment is always a good thing and part of differentiation.

Verbal Feedback

I am not a fan and wouldn't use a verbal feedback stamp. (Can you imagine asking the student several months later what verbal feedback had been given?) However, practical subjects really use verbal feedback all the time. The verbal feedback you give one student is quite often very different to what you would tell another and this is because you are differentiating your feedback according to age, ability and special needs.

Differentiation in Art through Assessment and Marking

In a differentiated classroom, formative assessment is happening all the time. Through whole class questioning, one-to-one questioning, through holding up good work for comparison and reflection, through plenaries. This way, learners needs are addressed as they arise and opportunities for success are increased. Being aware that this is part of successful differentiation makes you realise that whole-class teaching is part of differentiation.

When you write a comment on how to improve in a sketchbook or on a piece of work, it is an individual personalised way to improve and that is differentiation in art. Even if you find yourself writing the same thing for six or seven students, you are differentiating your marking for those students. It is important to give your students time to read your comments at the start of a lesson. I also try and get them to reflect back on what I have written when they go on to do a similar piece of work. For example, when they next do a research homework, I direct students to look at what advice I gave them last time. They should then be responding to your individualised, differentiated advice.

If you have ways that you differentiate in art, I would love to hear, so please comment below.

*An extension activity is an extra activity that is linked to the current unit of work but is not essential to complete. Students who finish quickly will move on to the extension activity.

Read more about differentiation by TeacherToolkit.

The Arty Teacher provides downloadable art resources to art teachers around the globe.

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What is Differentiation in Art? - How to Differentiate - The Arty Teacher

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What is differentiation in art? Strategies to deliver differentiated lessons in the art classroom, looking at support, planning & task.

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20 Differentiated Instruction Strategies 

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20 Differentiated Instruction Strategies 

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

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20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

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As students with diverse learning styles fill the classroom, many teachers don't always have the time, or spend additional hours to plan lessons that use differentiated instruction (DI) to suit students' unique aptitudes.

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How does moving away from themes promote differentiation? 

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How does moving away from themes promote differentiation? 

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https://www.communityplaythings.com/resources/articles/2022/The-Trouble-with-Themes-in-Early-Childhood-Education

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About the Author

Diane Kashin is a registered early childhood educator from Ontario, Canada. Diane taught early childhood education at both the degree and the diploma level for over 30 years. Diane received a Bachelor of Honours Degree from York University, an Early Childhood Education Diploma from Seneca College and a Master of Education Degree from the Ontario Institute for Studies in Education. Diane's doctoral thesis on emergent curriculum was published in 2008 and she has co-written three ECE textbooks and a number of peer-reviewed articles. Diane is currently writing a book for Redleaf Press on professional friendships in early childhood education. Diane is the past president of the Association for Early Childhood Educators of Ontario and the current coordinator of the York Region Nature Collaborative. Diane writes a blog to support professional learning in early childhood education: Technology Rich Inquiry Based Research and is active on Facebook, Instagram, and Twitter. Diane has presented workshops and keynote addresses in Ontario, across Canada and internationally. Since May 2020, she has been presenting webinars on a multitude of topics to educators across the globe.

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The Trouble with Themes in Early Childhood Education

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About the Author Diane Kashin is a registered early childhood educator from Ontario, Canada. Diane taught early childhood education at both the degree and the diploma level for over 30 years. Diane received a Bachelor of Honours Degree from York University, an Early Childhood Education Diploma from Seneca College and a Master of Education Degree from the Ontario Institute for Studies in Education.

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Can you use and adapt som of these ideas to focus on readiness and interest?

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http://www.thepeproject.com/differentiation/index.html

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The STTEP principle is not the be-all and end-all of differentiation, but it useful when you need to make changes for a lesson [ 5]. Nevertheless, within the STTEP principle, we can find all other differentiation strategies fall under. For example, if we look in detail at 'Task' from the STTEP principle, we can find numerous approaches such as:

All students participate in the same activities with the teacher expecting a range of different results from students. Essentially, every activity can be considered differentiation by outcome as it doesn't require any additional planning. Therefore, it is obvious why it has received criticism as the teacher will tend to teach to the mid-level, thus potentially neglecting two-thirds of class as the content would be either too difficult or too easy for most students [2, 5].

At its most simplest is planning different tasks (or versions of the same task) for individuals or groups within the class. This could also be considered as Differentiation by Level as students can work on tasks with varying levels of challenge [2, 5].

Is essentially assigning different positions or responsibilities to students depending upon their abilities. These could include designating leadership responsibilities (i.e., captain, coach, and referee) or even positions within a sport (i.e. Point Guard in basketball would go to the team's best ballhandler and passer)[2].

Is utilizing different teaching approaches that best suit the student's ability or the activity. For more independent learners, a student-centered approach would be more appropriate, whilst another group may need a more teacher-centered approach. Also, for activities where safety is paramount (e.g. javelin) a teacher-centered approach is best [2].

Is planning different activities particularly with regards to assessment. Students should be able to demonstrate their understanding in a variety of ways, such as speaking or writing, physically demonstrating a skill whether on their own or part of a group [2].

Is selecting tasks with different focuses such as competitive, co-operative or individual in accordance with student's maturational and emotional needs. Competitive games can be high-stress situations for young people and a student with Emotional Behavioral Difficulties (EBD) may find them overwhelming if they have built enough confidence in the required skills [2].

Most of the strategies for differentiation are self-explanatory. One important principle to consider is how students are grouped as in Differentiation by Grouping. Generally students are grouped based on their ability, with the most able students working together and the least experienced students doing the same. However, as Physical Educators we have to be careful not to judge ability based on our perceptions of student's physical development and skill. Rather, we need to view pupil's competencies more holistically as they may well possess advanced analytical and evaluative skills or even leadership qualities beyond their years [ 5]. As a result, when planning for differentiation by grouping we should utilize a range of grouping strategies such as mixed ability groups, for example, as they may have a greater potential for student progression as students can learn from each other and develop skills, attributes and values that are both inside and outside of the physical domain [ 2]. In order to become more competent as teaching practitioners, it is important that we invest time in both planning and trialing a wide array of differentiation strategies with our students and take note of what does and doesn't work with certain groups and individuals. Furthermore, if you still feel inexperienced in this area, there is a wealth of literature available on this subject matter and most schools have a learning support team that would be encouraged by a visit from a PE teacher.

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Differentiation In Physical Education | The PE Project

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The STTEP principle is not the be-all and end-all of differentiation, but it useful when you need to make changes for a lesson [ 5]. Nevertheless, within the STTEP principle, we can find all other differentiation strategies fall under.

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https://www.nextgenlearning.org/articles/the-teachers-role-in-personalized-learning-making-math-relevant

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We've all had the experience of truly purposeful, authentic learning and know how valuable it is. Educators are taking the best of what we know about learning, student support, effective instruction, and interpersonal skill-building to completely reimagine schools so that students experience that kind of purposeful learning all day, every day.

Math lessons rarely focus on real-life connections, but math can be so much more than memorizing rules. Performance-based tasks help students understand how math exists in their world.

What is your most memorable math lesson? For me, it was when Mrs. Kaylor helped us visualize and understand place value by building straw men as we counted straws by units of one, ten, and a hundred.

I struggle to come up with many more memories and there's a good chance I'm not alone. If I asked the same question for other subjects, like social studies or language arts, however, I bet your answers would come a lot more easily.

The difference? These subjects include lessons that are often applicable to real life. Whether it's a mock trial, a school play, or a science experiment, project work deepens student learning by allowing them to explore the connections between content and real life.

Math lessons, on the other hand, have historically focused less on real-life connections. Like many students, I excelled in math by memorizing rules and tricks. In college, I trained to teach social studies, but became a math teacher by accident because I had earned enough math credits to qualify for a math teaching certification. It wasn't until I returned to earn a master's in math education that I discovered that math can be so much more than memorization.

At New Classrooms, I support teachers in their journey to connect math to real life for their students. In Teach to One: Math, our performance-based tasks help students understand how math exists in their world. Tasks require students to work in groups over multiple days and apply skills to solve problems, culminating in a demonstration in which students defend their work to, and solicit questions from their peers.

What Is the Teacher's Role

Our performance-based tasks don't fit neatly into any single pedagogical practice. Because students work for an extended period of time on real-world challenges, there are some shades of project-based learning. A key difference is that they are closely connected to specific skills and exit slips that are part of each student's personalized curriculum, making it less open-ended than traditional project-based learning. In either case, the goal is the same: for students to acquire deeper knowledge.

The teacher's role in this kind of learning experience is multifaceted, using a combination of techniques: planning, direct instruction, facilitating, challenging, and cheerleading.

Before the task ever begins, the teacher needs to begin at the end, with the culminating performance-based assessment, then plan backwards meticulously to ensure that the instructions and lessons align to the skills that students need to develop. Teachers plan mini-lessons, consider places to check for student understanding, and think about where student misconceptions will arise. They take care to create opportunities for students to think critically and make real life connections.

Teach to One's task packets are intentionally designed with room for flexibility, often broken down into 20 parts or more that span several days. The extra details give teachers choices about how they want to facilitate the project. They also help teachers provide students with a clear "road map" or overview when introducing the project.

What Elements Should Teachers Include in the Experience?

In the Teach to One task Minute to Win It, students are game show designers who have to pitch and develop a series of ideas to the show's producers. Over the course of the project, they study, record, and analyze statistical data using different mathematical techniques such as frequency tables and histograms.

Driving Question: It's important for teachers to share a driving question that captures the heart of the project. When working on the Minute to Win It Task, students need to keep in mind the following question: How can I use math to determine if a challenge will be good for the show?

Performance-Based Assessments: Projects are more meaningful for students when they have a chance to defend their work and solicit questions from their peers. This supports the peer-to-peer feedback process and builds students' understanding, with the help from a rubric defining exemplary work. To scaffold the conversation, students assess each other using rubrics and feedback forms. Some teachers may decide to have students present to the entire class or school, but the element of student feedback is most critical.

The Hook: Teachers need something to capture students' attention from the very beginning. The hook should clearly introduce the project so that it activates prior knowledge and gives students an overview of what they'll be learning and how they'll be learning it.

In the Minute to Win It Task, students are introduced to the project with a short summary of the situation, assignment, and associated math skills. To hook students, we show them a series of video clips from the popular televised game show Minute to Win It.

Student Choice: Giving students choice offers them more ownership and increases their engagement throughout the project. In Minute to Win It, student groups have to decide if they want to create a new challenge for the game show, revise an existing challenge, or make an argument for why an existing challenge should not be changed.

Social-Emotional Skills: The Minute to Win It Task includes many opportunities for students to collaborate on the mini challenges and use critical thinking when analyzing the data they collected and choosing the correct data display.

What Is the Teacher's Role in Facilitating a Performance-Based Task?

When the day comes to introduce the project, the teacher already has an exciting hook or entry activity. It doesn't end there. The teacher needs to continually engage students by connecting their work to the project's final goals and driving questions. As facilitator of their learning, the teacher should be meeting regularly with groups to listen and provide feedback, encourage new and different ideas, and cheer them on along the way.

Teachers should build in extra time for discussion and questions at the very start, especially if project-based learning is a new concept for them. Students will need to be reminded that they will be presenting their work at the end. Teachers often show exemplars to students so that they understand what satisfactory and unsatisfactory work looks like. They have students role play the performance-based assessment for the class and teachers can even model using the rubric during the activity.

Including these kinds of elements in your lessons can deepen learning for students and connect mathematical skills within a specific context. It not only helps connect math skills and concepts to real-world scenarios and problems, but in doing so it might also lead to the kind of memorable lesson that sticks with students long after they leave the classroom.

Carolyn Harper

Director of Instructional Support, New Classrooms Innovation Partners for Learning

Carolyn Harper is Director of Instructional Support for New Classrooms Innovation Partners for Learning.

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The Teacher's Role in Personalized Learning: Making Math Relevant | NGLC

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We've all had the experience of truly purposeful, authentic learning and know how valuable it is. Educators are taking the best of what we know about learning, student support, effective instruction, and interpersonal skill-building to completely reimagine schools so that students experience that kind of purposeful learning all day, every day.

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How does this help us differentiate our learning? 

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How does this help us differentiate our learning? 

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https://static1.squarespace.com/static/5f0c90ea13980454b50863da/t/5f2197322e1f8c2482ddff2c/1596036914034/Classroom%2BAssessment%2Bfor%2BDifferentiated%2C%2BResponsive%2BClassroom.PDF

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6 Strategies for Differentiated Instruction in Project-Based Learning

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6 Strategies for Differentiated Instruction in Project-Based Learning

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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How does inquiry and exploration promote differentiation?

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How does inquiry and exploration promote differentiation?

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https://tecribresearch.wordpress.com/2020/04/10/continuous-professional-learning-for-early-childhood-educators-learning-through-exploration-play-and-inquiry/?fbclid=IwAR1hRyNDtnGsCAF5WPget41cxa4behTkrgX6yl0TmwTWWAggbrEMkmyBEZc

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Lots of Resources in this Article for English Language Learners 

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Lots of Resources in this Article for English Language Learners 

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https://larryferlazzo.edublogs.org/2020/09/28/everything-you-wanted-to-know-about-differentiated-instruction-but-were-afraid-to-ask/

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Everything You Wanted To Know About Differentiated Instruction But Were Afraid To Ask

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I have over 2,100 frequently revised and updated "Best" lists on just about every subject imaginable, and you can find them listed three different ways in three different places (see Three A...

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Using Project-Based learning in the classroom. 

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Using Project-Based learning in the classroom. 

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Using Project-Based Learning in the Classroom - LD@school

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Project-based learning brings authenticity to the classroom and students are challenged to collaborate, communicate and think critically.

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Can you use station rotations to differentiate?

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Strategies for Multi Level English Language 

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Strategies for Multi Level English Language 

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https://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-instructional-strategies-multi-level-classes-english-language

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Many schools, especially those with small English Language Learner populations, do not create separate classes for Beginners and Intermediates. What are a few instructional strategies that we can use in such an environment that provides an effective learning environment for our students and that doesn't drive the teacher insane at the same time?

Here are a few:

Using the "same" text that has been modified for different English levels: There are a surprisingly large number of free web resources that provide different versions of the same article that have their complexity designed up or down. There are even tools that will automatically do it for text of your choosing! You can find a list of these sites at The Best Places To Get The "Same" Text Written For Different "Levels." Students can then be given the same assignments -- for example, to take turns reading it aloud with a similar ability partner and apply reading strategies like visualizing (drawing a picture of what the text makes them see in their mind) or making a connection to another text or previous experience.

Implementing a "jigsaw" activity: In a "jigsaw," students are given sections of the same longer text or, in a version more appropriate for a multi-level class, a modified section of the same text (see previous paragraph) or an entirely different text on the same subject (for example, similar-ability groups are given sections of the biography of a famous person at their group's appropriate level of text complexity). Then, each similar-ability group reads the text and prepares a poster and short oral presentation to the entire class on what they learned. Not only does it provide opportunities for reading, writing, speaking and listening, it also takes advantage of what research has shown -- that students learn more when they know they will have to teach the topic to others.

Providing simple writing assignments based on visual prompts: I've begun placing simple "comic strips" of six-or-eight panels on the overhead and then ask students to write down the story they believe it tells. Students can write it at whatever English ability level they are at the present time, and Intermediates can sit next to Beginners to provide assistance. There are plenty of these kinds of picture stories available -- I first used stories from the book Chalk Talks and then invited students to create their own. The image illustrating this post is one student example and they now provide a limitless supply of creative storyboards that students can use for writing and oral discussion.

Using technology for differentiation: A visit to the computer lab or, if you're lucky enough to have laptops or tablets for all your students, provides a great place for a multi-level class. The Best Beginner, Intermediate & Advanced English Language Learner Sites list provides an extensive collection of sites students can use to learn about any topic that is being studied by the entire class (or not).

Utilizing mixed-ability partner groups: This could be a game, a time when Intermediate students "teach" a prepared lesson to Beginner groups, a Picture Dictation exercise (again where the Intermediate student might be more of the teacher), or the other Information Gap activities (see The Best Online Resources For "Information Gap" Activities) where one student needs to get information from the other student through questioning him/her. In such a "Gap" exercise, each partner's sheet could have the necessary information, but it could be made more difficult to find in the Intermediate student's paper.

Providing similar materials with different complexity levels for what students have to do with them: These could include:
− Dialogue or Role Play, where Beginners would be assigned to practice it as written or with small changes, and Intermediates would have to use it as a model to develop their own.
− Cloze (Fill-in-the-gap) of a short passage, where Beginners would have the correct words shown at the bottom of the page and Intermediates would not. The teacher could be more strategic about using clozes that are models for academic writing Intermediates are doing.
− Song, where Beginners would again have a cloze with the correct words shown at the bottom and Intermediates would not have those clues.

Larry Ferlazzo teaches English and Social Studies at Luther Burbank High School in Sacramento, California. He has written on education, writes a teacher advice blog for Education Week Teacher, and has his own popular resource-sharing blog. He writes a monthly post for the New York Times on teaching English Language Learners.
Portions of this post were adapted from the book, The ESL/ELL Teacher's Survival Guide, co-written by Katie Hull Sypnieski and Larry.
These strategies are just the "tip of the iceberg" for ideas on teaching a multi-level class. For more suggestions, check out The Best Resources On Teaching Multilevel ESL/EFL Classes

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Larry Ferlazzo: Instructional strategies for multi-level classes of English language learners

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Many schools, especially those with small English Language Learner populations, do not create separate classes for Beginners and Intermediates.

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Edutopia: Article and Videos on Differentiation 

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Edutopia: Article and Videos on Differentiation 

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https://www.edutopia.org/topic/differentiated-instruction

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George Lucas Educational Foundation

Build lessons, develop teaching materials, and vary your approach so that all students, regardless of where they are starting from, can learn content effectively, according to their needs.

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Build lessons, develop teaching materials, and vary your approach so that all students, regardless of where they are starting from, can learn content effectively, according to their needs.

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https://differentiatedinstruction.ca/resources/17_ch14%20social.pdf

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Student Centred Learning: How does this promote differentiation? 

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Student Centred Learning: How does this promote differentiation? 

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Student-Centered Learning- Building Agency and Engagement

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Differentiated Instruction in Social Studies 

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Differentiated Instruction in Social Studies 

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https://assets.pearsonschool.com/asset_mgr/versions/879D8CC9369A170F700B172F490017BA.pdf

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Science Literacy: Provoking Curiosity: how does this promote differentiation? 

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Science Literacy: Provoking Curiosity: how does this promote differentiation? 

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Science Literacy- Sparking Curiosity and Solving Real-World Problems

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https://prezi.com/yqqniihnr_gn/differentiated-instruction-in-the-religion-class/

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Differentiated Instruction in the Religion Class

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 The Religious Education classroom is becoming more pluralized and secularized each year.  How can we, as religion teachers in a Catholic school setting, reach all learners and make Catholicism relevant to their lives using differentiated instruction

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Putting Students in Charge: How does this promote differentiation? 

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Putting Students in Charge: How does this promote differentiation? 

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Putting Students in Charge of Their Learning Journey

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The Shift from Engaging Students to Empowering Students 

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The Shift from Engaging Students to Empowering Students 

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The Shift from Engaging Students to Empowering Learners

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https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining-practice/differentiating-learning/strategies-for-differentiation#:~:text=student's%20learning%20profile.-,Tiered%20instruction,appropriately%20at%20their%20ability%20levels.

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Bringing it all together

Critical considerations

Before introducing strategies for differentiation, it is important to note 3 interrelated considerations for teachers who wish to differentiate instruction.

1. Differentiation that is founded in ineffective classroom practice cannot succeed.

Trivial and fluffy curriculum remains trivial and fluffy, even after differentiation. Varied versions of an ill-focussed product are no more helpful. A pernicious classroom environment cannot invite learners to be comfortable with themselves and one another. A teacher who does not see assessment as a continual window into the needs of his/her students has little sound footing from which to differentiate instruction. A teacher who cannot learn to trust and share responsibility with his/her students, would, at best have students seated in rows and completing varied worksheets silently and alone.

2. Differentiation is more than a strategy or series of strategies - it's a way of thinking about teaching and learning.

.....teacher growth in differentiation is not so much about introducing tiered lessons, independent study alternative forms of assessment - or even moving to multi-text adoption. Practising quality differentiation is much more about knowing what matters to teach, realising that learning happens in us rather than to us, continually reflecting on the 'particularness' of each of our students, and pondering how to develop both the commonalities students share as humans and the singularities students bring to us as individuals. If we as teachers understood the nature of our art more fully and deeply, more differentiation would likely evolve from that understanding. Learning some new 'tricks' with little sense of why they matter is less helpful.

3. Movement towards differentiation in teaching is movement towards expertise.

Regarding differentiation, teachers can say, "I already do that". Most teachers at some times and in some ways obviously adapt or adjust for students' learning needs. The truly expert teacher understands, however, that even after a dozen careers in the classroom he/she could still learn more about his/her subject and his/her learners and how to link each learner and subject with power and joy. ... expert teachers teach students the most important things in the most effective ways.

(Tomlinson & Allan 2000)

What and how to differentiate

Effective differentiation takes place when teachers adjust aspects of content, process and product in direct response to a student's readiness, interests and learning profile. Teachers may also modify the learning environment in direct response to a student's learning profile.

'What' and 'how' teachers differentiate depends on the needs of the students in the class at any one time.

The following diagram illustrates the connections between classroom elements and student characteristics and the multiple opportunities teachers have for differentiation. It shows that teachers can adjust classroom elements - content, process and product - in direct response to a student's readiness, interests and learning profile. Teachers can also modify the learning environment in direct response to a student's learning profile.

Tiered instruction

Tiered instruction is when teachers make slight adjustments within the same lesson to meet the needs of students.

All students learn the same fundamental skills and concepts but through varying modes and activities.

The tiers need to challenge students appropriately at their ability levels. The teacher's challenge is to make sure all tasks, regardless of tier level, are interesting, engaging, and challenging.

Activities and assignments can be adjusted by:

level of complexity

amount of structure

materials provided

time allowed

pacing of the assignment

number of steps required for completion

form of expression, for example letter, essay, report, research paper, short story, speech

level of independence required.

The 6 ways to tier a lesson

1. Tiering by challenge level

Use Bloom's taxonomy as a useful guide to develop tasks at various challenge levels.

An example is activities for book talk presentations:

the lower levels of Blooms:

list story elements (knowledge)

book summary (comprehension)

support a conclusion about a character with evidence from the book (application).

Higher levels of Blooms:

discuss the theme or author's purpose for writing the book (analysis)

create a new ending for the story (synthesis)

critique the author's writing and support your opinion (evaluation).

2. Tiering by complexity

When you tier by complexity, you provide varied tasks that address a student's level of readiness, from introductory levels to more abstract, less concrete, advanced work.

Be careful to provide advanced work to the higher level student, rather than just more work. An example is after whole group class reading of a current events issue in a magazine such as global warming, students complete a related activity differentiated by complexity.

3. Tiering by resources

Use materials at various reading levels and complexity to tier by resources. Students using tiered resources may be engaged in the same activity or they may be working on a different, but related activity.

4. Tiering by outcome

Students all use the same materials but what they do with the materials is different. An example is pattern block maths:

5. Tiering by process

Students work on the same outcomes but use a different process to get there. An example is: What are the characteristics of a hero?

6. Tiering by product

Groups are formed based on learning preference using Gardner's multiple intelligences. For example: For a unit on the solar system - the study of rotation and revolution of the earth.

How to create a 3-level tier

As you construct the tiers make sure that in order for students to accomplish a higher level, they must also have an understanding of the lower levels.

Compacting

Compacting is the process of eliminating teaching or student practice if students have already mastered a concept or skill. For example, a year 3 class is learning to identify the parts of fractions, and diagnostics indicate that 2 students already know the parts of fractions. These students are excused from completing the identifying activities and are taught to add and subtract fractions.

Steps for compacting

1. identifying the learning objectives or standards that all students must learn

2. offering a pre-test opportunity or planning an alternate path through the content for those students who can learn the required material in less time than their age peers

3. planning and offering meaningful curriculum extensions for students who qualify

4. eliminating all drill, practice, review or preparation for students who have already mastered such things

5. keeping accurate records of students' compacting activities.

A layered curriculum

The layered curriculum approach features a 3 layer model (like a pyramid) where students start with basic learning and skills (layer C) and move to using higher level thinking skills (layer B and then layer A) as they work through the layers. Developed by educator and author Kathie Nunley (2006) the approach came as a response to her classroom experiences with high school students.

Layer C - the foundational level

The base level of competency, layer C, is basic learning and skills. This layer reflects what every student must be able to know, understand, and do. At this level students gather information and add to their bank of knowledge.

Layer C reflects what all students must do and the activities ask students to collect factual information.

Layer B - the middle level

The middle level of competency, layer B, is application. This is where students apply and manipulate the information.

Layer B provides students with the opportunity to apply, manipulate and play with the information they gathered while completing C layer activities. Typically, this layer requires students to apply, manipulate, discover, hypothesise and prove, demonstrate or problem solve.

Layer A - the top level

The top level of competency, layer A is critical thinking. This is where students evaluate and think critically about an issue. Nunley says the purpose of layer A is to teach students critical thinking skills and to apply their classroom learning into their daily lives. Layer A consists of questions that ask students to analyse a topic. Frequently, no right or wrong answer exists.

Nunley emphasizes that all layers should provide students with some control over their learning. She suggests a menu-like approach to the tasks in each layer. The approach allows students to pick and choose from the available options provided by the teacher.

Menus

A menu offers students a way to make decisions about what they will do in order to meet class requirements. A menu could be for a single lesson, a week-long lesson or even a month-long period of study. Once the teacher has decided on what the essential understandings and/or skills are, they can begin to create a menu.

Steps for creating menus

1. Identify the most important elements of a lesson or unit.

2. Create an imperative or required assignment or project that reflects the minimum understanding you expect all students to achieve.

3. Create negotiables which expand upon the 'main dish' or imperative assignment or project. These negotiables often require students to go beyond the basic levels of Bloom's Taxonomy. For example, they often include activities that require synthesis, analysis or evaluation.

4. Create a final optional section that offers students the opportunity for enrichment. The optional section often reflects activities that students can use for extra credit.

Wormeli (2006) suggests placing the menu options in a restaurant menu style (see below) that could include an 'appetisers', a 'main dish', 'side dishes', and even 'desserts'. He suggests the following format.

Appetisers (negotiables)

a list of assignments or projects

students select one item to complete.

The Main Dish (imperatives)
an assignment or project that everyone must complete.

Side Dishes (negotiables)

a list of assignments or projects

students select two items to complete.

Desserts (options)

optional but irresistible assignments or projects

options should be high interest and challenging

students choose one of these enrichment options

level of complexity.

Cubing

Cubing requires students to look at a topic from 6 different angles. Teachers often create a visual cube that serves as a starting point when they want students to analyse or consider various aspects of a topic. Cubes can be used as an after-reading strategy that requires students to think critically about a topic. When students work with cubes they apply information in new ways. Cubes can be differentiated by interest and readiness.

Introducing the strategy to students

One of the best ways to introduce cubing is to apply the activity to a common or familiar object. Select an object appropriate to the age and interests of the students, distribute the object to students and then assign groups to look (or study) the object from several angles.

Students work in assigned pairs or groups. If desired, the groups can be created by readiness levels since the cubing perspectives below begin at the least complex level and become increasingly complex. Using the object as the topic, ask students to:

Give students about 10 minutes to build a mini-presentation, then one student in each group presents to the class.

Steps for cubing

Step 1. Select a topic, for example, World War 1 (WW1). Decide in advance how much time you want to devote to the cubing process. Informal cubing activities can easily be accomplished within a class period. However, activities can be extended if research is required.

Step 2. Create groups based on readiness or interest.

Step 3. Assign each group a perspective from which to explore the topic:

Step 4. After the designated amount of time, ask representatives from each group to present their perspectives.

Adaptations

Cubing, looking at a topic from 6 different angles, can be adapted. Adaptations can include:

Design cubes based on interest or learning profiles.

Use the cubes for independent work. Require students to complete each element on the cube but allow them to pick and choose the order in which they complete the activities.

Use the cubes as dice which students roll.

In maths, create problems for students to solve. One problem is printed on each side of the cube.

Rick Wormeli (2006) suggests incorporating Bloom's Taxonomy:

Knowledge - students recall and cite content

Comprehension - students demonstrate their understanding of the content

Application - students use their knowledge and skills in a different way or situation

Analysis - students break down topics into pieces and analyse them

Synthesis - students consider aspects that seem to contradict each other and form something new

Evaluation - students use their previous learning to judge the value or success of something guided by specific criteria.

Tic-Tac-Toe choice boards

Tic-Tac-Toe choice boards give students the opportunity to participate in multiple tasks that allow them to practice skills they've learned in class or to demonstrate and extend their understanding of concepts. From the board students either choose or are assigned 3 adjacent or diagonal tasks to complete.

Choice boards address student readiness, interest or learning preferences - and are easily adapted to a subject area.

Steps for tic-tac-toe

The 3 tasks should complete a Tic-Tac-Toe row.

Adaptations

Tic-Tac-Toe choice boards can be adapted. Adaptations include:

Allow students to complete any three tasks - even if the completed tasks don't make a Tic-Tac-Toe.

Assign students tasks based on readiness.

Create different choice boards based on readiness (struggling students work with the options on one choice board while more advanced students have different options).

Create choice board options based on learning styles or learning preferences. for example, a choice board could include 3 kinaesthetic tasks, 3 auditory tasks and 3 visual tasks.

Sternberg's intelligence preference

You can assess students according to Sternberg's intelligences:

An idea to assess students in this way is possible through the following scenario:

'Imagine you are driving with your parents and they are listening to the radio. An interesting discussion starts about something you do not know. As you listen, you get more and more interested - and what do you most want to know?

Students who choose the first question fall into the analytic intelligence, the second correspond to the practical and those who choose the final question are the creative learners.

Example 1: matter

Analytical:

Choose 3 items from our classroom that are all in different states of matter. Show how each item is in a different state of matter in comparison to the other two items. Use terms like mass and volume to explain your answer.

Use the idea of water, ice and vapour to create a chart to show how these 3 things change from one state to another. Include condensation, evaporation, melting point, freezing point, expanding and contracting in your chart.

Creative:

Create 3 imaginative items to demonstrate different states of matter. Make an illustration of each item and explain why each one fits into the state it is in. Use mass and volume in your explanation.

Make a visually appealing poster to teach primary students how each state changes into the other states. Be sure the way you teach is original. Show condensation, evaporation, melting point, freezing point, expanding and contracting in your poster.

Practical:

There are 3 mysterious objects in a box on a museum shelf. Their states of matter are not yet identified. Your task is to figure out the state of matter for each one. Design a museum exhibit for these. Use the terms mass and volume in your exhibit signs.

There is a close friend of yours who does not understand how one state of matter changes into another. You want to help your friend out. Write out how you would explain to your friend using all these terms: condensation, evaporation, melting point, freezing point, expanding and contracting. Make your explanation as clear as you can.

Example 2: geographical terms

Analyse how landforms produce economic advantages that establish settlements. After students have read and taken notes on the chapter, the teacher reviews, with the whole class, the basic information on landforms. Then, students are given a choice of 3 assignments to be done individually or in groups of 2 or 3.

Analytical: create clues or a set of directions to help us identify and locate at least 8 landforms on the map (given in the textbook or on a map provided by the teacher). Clues/directions should also be based on population and economic growth and changes.

Creative: develop a map of a new world that has at least 8 different types of landforms and/or bodies of water. For example, using labels determine how these sites would grow due to economic possibilities of these geographical features and predict population growth over a period of time.

Practical: using these 8 given cities (or you may choose other cities after approval by teacher) demonstrate how landforms and bodies of water contributed to the development and movement of people to this site over a period of time. You may use overlay transparencies or models to show the areas and growth.

References

Heacox D. (2002) Differentiation Instruction in the Regular Classroom: How to Reach and Teach All Learners, Minneapolis, MN: Free Spirit.

Heacox, D. (2005). Promoting Student Independence and Responsibility in Academically Diverse Classrooms. 2005 ASCD Annual Conference. Orlando, FL.

Nunley, K. E. (2006). Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles. Thousand Oaks: CA: Corwin.

Tomlinson, C. A., & Allan, S. D. (2000). Leadership for Differentiating Schools and Classrooms.

Wormeli, R. (2006). Fair Isn't Always Equal: Assessing & Grading in the Differentiated Classroom. Portland, ME: Stenhouse.

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When making differentiation a staple characteristic of the classroom, look at the following strategies to embed into your teaching practice

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https://www.teachthought.com/pedagogy/strategies-differentiated/

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The Ultimate List: 50 Strategies For Differentiated Instruction

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Here are 50 strategies for differentiated instruction to better meet the needs of your diverse, evolving learners.

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https://theartyteacher.com/differentiation-in-art/

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Differentiation in Art - Teaching Art - The Arty Teacher

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Differentiation in Art at first seems complicated but this video provides new strategies and highlights ways you are already differentiating.