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-Providing Choice in homework options
-Flexible seating
-exploring and learning through their interests
-Adjusting questioning style- slides 14 & 15*****(IMPORTANT)
-Graphic Organizers
-colored cups to self-monitor
-"Ask 3 before me"
-Minute Paper- one min to write something that they learned, could be used as an exit ticket

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Teacher Tested Differentiation Strategies
-Survey Student interests (gather background knowledge)
-use any opportinity to have students using their senses- incorporating visual, auditory, kinesthetic, etc.
-meet different learning styles
-Give students choice- whether in topic or how they choose to portray their learning
- INDIVIDUALIZED FEEDBACK
- Fair doesnt not mean equal, teach/explain fairness
- Share your own strengths/weaknesses- relate to students
-Ability mixing
-High expectations and accountability but WITH support
-Authentic work- no busy work or filler homework
-Grouping based on goals not levels.

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Published on

Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.

That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.

1. 1. 18 Teacher-Tested Strategies for Differentiated Instruction from the Edutopia Community

2. 2. Introduction Most educators agree that differentiated instruction helps students, but the reality is that implementation can be a challenge when faced with students with diverse needs and abilities. In this presentation, you'll find 18 helpful tips and strategies for differentiating instruction contributed by the educators of Edutopia's community through various discussions and blogs. You can join Edutopia's community at edutopia.org/community.

3. 3. They Own It Tip: Use inquiry to encourage student ownership "I find that inquiry activities and open-ended projects allow for maximum creativity and differentiation. I allow my students to collaborate on and evaluate our rubrics to give them ownership. Project-based learning allows my students to go at their own pace and helps them push themselves at their own level. When the student owns the learning process differentiation naturally occurs." -Chad Brannon

4. 4. Interest Surveys Tip: Survey and tie student interests into content "Interest surveys are a great tool. For example, students can compute football scores for math (data analysis, etc.). According to brain researchers, relating math and other subjects to personal experience, jumpstarts the brain." -Diane Van Dyke, Middle School Special Education Teacher (NJ)

5. 5. The Five Senses Tip: Stimulate the students' senses "I differentiate by incorporating visual, auditory, tactile, and kinesthetic components in my lessons as much as possible. I use graphic organizers frequently to aid in comprehension and to map out ideas as we cover key skills. I use picture cards to correspond with the vocabulary words, so that the students have a visual support to picture the word's meaning in their mind. I use manipulative objects in math class quite frequently. Of course, I also have to modify assignments and assessments for some of my students, but they are still focusing on the same skills and concepts that their peers are working on." -Johnna, 3th/4th Special Education Teacher, Chester, WV

6. 6. Cross-Training Tip: Think about the whole child, use multiple approaches "Placing learners into a single learning style container ignores the reality of the whole person. Teachers need to cross-train students by using two or more approaches to thinking styles profiles when planning differentiation...This is where learning profile cards, student profile surveys, and student learning perceptual quick surveys can provide detailed insight about students that spans across multiple thinker processing categories." -John McCarthy, Education Consultant & Blogger, "How Learning Profiles Can Strengthen Your Teaching"

7. 7. Variety is the Spice of DI Tip: Give students choice, vary your assessments "Differentiation comes from giving students choices in how they complete a targeted goal. Each format hits the essential question, but scaffolds it in a way that will allow the student to express their knowledge in a way best suited to them. I equate it to the variety cereal pack. Would you want to do the same type of assessment day in and day out? You still want to eat cereal right? Just not the same kind everyday." -Sarah Minnick, Online High School Social Studies Teacher, Pennsylvania

8. 8. Do Your Homework Tip: Gather background information on your students prior to the start of the class/year "Generally, within the first couple of weeks I can get an idea of what prior knowledge my children have retained and what direction I need to begin with them. However, my first action is reviewing student's files and finding out as much information as I can prior to their arrival into my class." -Deborah, Pre-K Teacher, North Carolina

9. 9. Feedback Tip: Offer individualized feedback for each student "I work with students who experience some difficulty with executive function -- the ability to self-monitor and self-prioritize tasks. I try to provide personalized, flexible work plans and individualized feedback that students can use to track the completion and mastery of their own work and learning to help them organize themselves rather than depending on adults in the classroom to do that for them." -Chad Sansing, Middle School Humanities Teacher, Charlottesville, VA

10. 10. Shoo Away the Monster Tip: Remember you are probably already differentiating "I hear in professional development meetings all the time that no one ever has time for X or Y. It's in part about priorities, and it's in part giving people easy ideas so that "differentiation" is not come scary monster -- it may be something they are already doing already, but just don't realize it." -Whitney Hoffman, Producer LD Podcast

11. 11. That's Not Fair! Tip: Explain fairness to avoid competition/ostracizing "I co-teach in a 4th grade inclusive classroom. We always like to remind our students that fair is not everyone getting the same thing, but rather everyone getting what they need to be successful...Going over this concept has helped eliminate a competitive mindset in our students, where they are overly concerned about their assignment or project in comparison with their peers." -Jon Wopat, Special Education Teacher

12. 12. Peer to Peer Tip: Assign peer helpers during group work to help with accountability "We have a hard time finding ways to help our sixth graders learn different concepts and stay focused. We assigned each student a peer helper and they responded well to that. They assist each other in the work. The peer helper makes sure that the student got all the notes copied and completed their work for that day..." -bjames, Special Education Teacher

13. 13. Unique Strengths Tip: Share your own struggles/strengths with students "With the students I teach, I often find that their confidence and self-esteem is pretty damaged...Much of what I do to differentiate is to find what they are good at and help them begin to be successful. EVERYONE is good at something and EVERYONE has difficulty in something...I share with students that I'm a really bad speller...I share my shortcomings with them and how I overcame them." -Erika Saunders, Middle School Teacher

14. 14. Mini-Lessons Tip: Use mini-lessons to reinforce goals "In addition to being a great management strategy to prevent 'time sucks' in class, mini-lessons are a great way to differentiate. Perhaps you 'offer' mini- lessons to support your students' learning. After reflection and goal setting, this is a great way to have them connect their goals to specific mini-lessons. Not all students may need the mini-lesson, so you can offer or demand it for the students who will really benefit." -Andrew Miller, Blogger, "Six Strategies for Differentiated Instruction in Project-Based Learning"

15. 15. Let Your Questions Be Open Tip: Ask open-ended questions "Some kids will give elaborate sentences, and others more to the point. Some won't answer the question or prompt at all, but will write something completely different. Some will surprise you with their understanding and depth of knowledge. This sort of prompt or question will let every kid, regardless of their ability, approach the problem and give you a better sense of what they know than a multiple choice test ever will." -Whitney Hoffman, Producer LD Podcast

16. 16. The Core Material Tip: Figure out what's essential "My answer is to not try to cover it all...Choose the essential standards for your course and hit them very hard from multiple perspectives and with engaging activities and appropriate practice...Expect mastery of the core material from all students but be reasonable...This to me is the heart of differentiation: challenge each student appropriately and engagingly." -Scott Gunderson

17. 17. Mix 'n Match Tip: Group students with their strengths and interests in mind "Knowing how to group students is key. If you can find students with similar interests and existing friendships, these groups can be powerful. Also, just because the students have different learning abilities doesn't make them less valuable to the group. For example, a dyslexic student might excel in leadership qualities whereas a gifted & talented student might be an introvert. Both can help each other by working together." -Melissa Hanson, High School English Teacher

18. 18. Aim High Tip: Set high expectations and support growth "I swing for the fences...by that I mean I teach to the top of the class and figure a way to get the rest to get up there. If you do that, they learn to expect more from themselves and they learn to be a team...helping each other do more than they thought they could and finding ways to compensate." -Marsha Ratzel, Middle School Math/Science Teacher, Leawood, KS

19. 19. By the Clock Tip: Consider a time limit for homework "I differentiate homework, giving a base assignment and requiring 20 minutes of honest work, rather than completion of the problems. My experience is that the majority of the students will complete the assignment, while those with real difficulty will work 20 minutes and have a parent sign off to that effect (not my requirement, but one self-imposed by students and/or parents)." -JM, Middle School Math Teacher

20. 20. Goals, Not Labels Tip: Group based on goals, not labels "Defining student potential based upon the labels they've been given is a mistake. I often find students that have been labeled as underachievers provide unique and resourceful perspectives to the classroom. Gifted students get bored if not challenged. The key for me has been to keep goals attainable and provide suitable, varied resources." -DC the Coteacher, 7th/8th Grade Language Arts Teacher

21. 21. Additional Resources More tips from Edutopia and around the web: ● Edutopia's Differentiated Instruction: Resource Roundup includes articles, videos, links, and other resources that offer advice for differentiating for diverse groups of learners and needs. ● John McCarthy's Two-Part "DI Myths" Blog Series: o Part 1: Myth-Busting Differentiated Instruction: 3 Myths and 3 Truths o Part 2: There's No Time to Differentiate: Myth-Busting DI, Part 2 ● TeachThought: What Differentiated Instruction Is-And Is Not ● Schools That Work: What Works for Differentiating Instruction in Elementary School ● Cult of Pedagogy: A Starter Kit for Differentiation

22. 22. Reading Suggestions Book recommendations from Edutopia's community: ● Wormeli, Rick: "Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom" (2006) ● Diller, Debbie: "Practice with Purpose" (2005) ● Fox, Jenifer & Hoffman, Whitney: "The Differentiated Instruction Book of Lists" (2011)

23. 23. Special thanks go to the educators who contributed to this presentation. For more tips and tactics, visit edutopia.org.

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Teacher Tested Strategies for Differentiated Instruction

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Published on Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.

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Project Based Learning
1. Learning profile cards- students strengths and needs, self-identified
2. Narrative (Verbal) Feedback- students will get used to reevaluating their work and see what they can change; develops mastery
3. Design Thinking- solving real world problems, step by step problem solving.

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Tools for Differentiating Instruction in PBL

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Differentiate the content, process, and product of your PBL lessons with tools and practices like Learning Profile Cards, narrative feedback, and design thinking.

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Providing Choice
1. Think Dots- Students roll a six-sided die to determine the random order that the activities are completed. For example, if a 5 is rolled first, then the 5th task is completed. Then with the next die roll of a 2, the second task is worked on.
2. Task Cards- students choose what they want to complete
3. Learning Menus- Appetizers are 2-3 options that students choose from, then with main dishes and desserts. Could also be tick-tac-toe or bingo boards
4. Choice Learning Centers
5. Frayer Model-for math or cross curricular vocabulary.

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Last year I wrote for Edutopia a six-part series that's spanned two months. What a great experience it's been to share ideas. The response by readers has been amazing. So what follows is that deeper dive, including added resources since the posting of the original article. Here's an article that goes to the heart of student choice.
Join me through this blog on pening aths, especially the resources and follow me on Twitter @JMcCarthyEdS for open dialog about what our students need, and what we as professional learners can do so that ALL students succeed. Contact me for dialog, coaching, and to inspire your staff along their pathways to helping all students learn and achieve. 6 Good Tools to Differentiate Instruction by John McCarthy, Ed.S.
The secret to Differentiated Instruction is that there is no such thing as "differentiated strategies." Yes, there are sites and books that promote lists of "differentiated strategies," and what is provided are tools to use in classrooms. The problem comes when those resources are placed in the hands of well-intentioned educators who are looking for a plug-in to make their lessons better for all students, but perhaps lacks an understanding the differentiated instruction is based on good classic instructional practices-something I address in an Edutopia article and on this blog regarding the Formative Assessment Cycle.

Differentiated Instruction Lens on Learning (DILL) defined:
Use formative assessment data to diagnose learning gaps and needed higher challenges, and craft learning experiences using the various strategies in your toolbox.

So if any strategy can be differentiated based on student needs, why am I about to share an annotated list of "differentiated strategies"? The ones listed here have student choice embedded in them to meet needs. They are most effective when the DI Lens on Learning is applied:
Think Dots
This strategy offers 6 activities that students must complete. Each activity is best structured around a learning profile, so that learners explore the concepts from different perspectives. Students roll a six-sided die to determine the random order that the activities are completed. For example, if a 5 is rolled first, then the 5th task is completed. Then with the next die roll of a 2, the second task is worked on. This process continues until all assignments are completed. Note: For schools that ban dice either use a randomization cube or have students pick the order in which the activities are completed.

Here are some examples + template.

Make two or more versions of the Think Dot to address content at different readiness levels. Now it targets students grouped by those with common skill gaps and those needing greater challenge.
Task Cards
As a cousin to Think Dots, this strategy places activities on laminated index cards. Punch a hole into the cards and placed them on a circular keyring or lock carabiner. Where Think Dots are usually in sets of 6, Task Cards can be made of any number that the teacher needs for the learning activity. No dice required. Students go through the tasks in order or randomly based on teacher directions.
Learning Menus
I just had dinner with my son at the Salt & Pepper Savory Grill in Holland MI ( Yelp - TA). Great menu choices from Appetizers, Main Dishes, and Desserts. Learning Menus have the same savory categories:

Appetizers are 2-3 options that students choose from to do as a warm-up activity.

Main Dishes offer 2-3 options. These may be structured to allow students to pick from, or be assigned to groups of students based on their readiness needs (skill gaps and need for greater challenge).

Desserts give learners 2-4 options to extend their learning. Not all students finish their main dish with enough time to have dessert. Those who do finish their meal with time to spare choose from the dessert options as fun activities that provide greater challenge-appropriate to their readiness level. Desert keeps everyone on task during the remaining work time.

Curry School of Education (Charlottesville VA) offers a great resource. The Teaching Channel offers a video.
Learning Centers
This approach is widely used at the elementary level, and less often as students move up grade levels to high school. It's such an effective strategy that can be effectively used into the college level. Each station has a task to be completed. Some options to consider are:

Students choose which stations to complete such as 3 of 5 or 4 of 6.

Students complete tasks based on their readiness level. Each station has two or more folders that are coded by color or some other symbol. Students open the folder that matches their assigned color or symbol. Use a different coding each time so that students do not feel pigeon-holed in on specific category.

Do a combination of the two options above.

So All Can Learn Video Playlist
Here's a video playlist that provides more details. Also more resources are on my Edutopia blog about Readiness.
Think-Tac-Toe menus
Students complete tasks that are 3 or 4 in a row, depending on the size of the tic-tac-toe matrix used. Following the same choice style as Think Dots, students complete tasks of their choosing in whatever order that they desire. Sometimes the guidelines are that students much complete a task in each row so that they explore different concepts. In this case, it's less important that the choices be "in a row" but rather students pick any task in each row. ( Example from Curry School of Education)
Frayer Model
This strategy looks at a concept in four different ways.

This example has non-traditional topics for a Frayer Model to illustrate how the 4 options can challenge learners to think about a concept in unique ways. Here is the frayer model template. Typically this strategy is used for vocabulary building.

There are more strategies that can be differentiated, which I will share in later posts. Although, my six part series on Edutopia proves a wealth of ideas: Post 3, 4, 5, and 6
Share in Comments:
What are some of your favorite strategies that when differentiated helps students?

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6 Good Tools to Differentiate Instruction

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Last year I wrote for Edutopia a six-part series that's spanned two months. What a great experience it's been to share ideas. The response by readers has been amazing. So what follows i...

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General Strategies-
- Altering student output and expectations: think about student interest instead of the prompt (be flexible with assignments), provide fewer questions, provide sentence starters
-Provide Graphic organizers for students to use when they need. Maybe have them available at a station throughout the day and students can take as they please
-Amplifying text: creating bigger spacing, providing headers to break up text, providing definitions (don't have to change wording or "simplify text")
-Students who finish faster: provide extension ideas, or help others.
-ESL: provide info in different languages, allow students to write in both, different texts, show videos at slower speeds and with CC

Overall its important to create a strong classroom culture that accepts differences.

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In this series of videos, veteran teachers Larry Ferlazzo and Katie Hull Sypnieski explain what it means to differentiate instruction, provide tips for doing so with English-language learners, and detail the questions they ask themselves when planning a lesson for students of all levels.

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Typing guides
1. Cowriter for IPAD
2. Snap type pro (see image)

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Math
1. Stuart J Murphy Math Smart Books

SEL-
1. The Good Egg, The Bad Seed, and The Cool Beans by Jory John

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Kessler Science on TPT

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Math discoveries- Dr. Oswald

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Displaying and making learning objectives known to students. 

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Displaying and making learning objectives known to students. 

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CHANGING WORDING
-State/Write the objective in normal terms "Students will be able to"
-Then rewrite it in student terms "Today I will learn how to.." "Today I will.."
Have the students read their objectives for today in this form as a class
-At the end of the lesson, rewrite the objective in mastery terms like "Now I can.." or "Today I learned how to..." and have the students read as a class.

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Behavior management during instruction- allowing students to control when they're overwhelmed 

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Behavior management during instruction- allowing students to control when they're overwhelmed 

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Cool down corner- allow students to guide when they need a break during instruction. Provide a timer with 5 mins on it and have paper and pencil in which the student could have free range to do whatever they need to calm their emotions.

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Trauma Informed Schools prioritize REGULATION. " A "Calm Down Corner" (a.k.a. Think Space, Peace Corner, Safe Place, etc.) is a space within the classroom that students can utilize to regulate their physical and emotional state. The purpose is to help them regain behavioral control not punishment. Having a calm down corner includes teaching and practicing the SEL skills students need to strengthen their ability to regulate. By allowing them to practice these skills in the classroom we strengthen RELATIONSHIPS and communicate to students that they belong in this community.

Check out Ms. Temple's Head Space! (Strategy for 5-8)

Check on this video on teaching "Take a break" procedure in your classroom

Responsive Classroom articles on Positive Time-Out and Teaching Self-Regulation with Time-Out

Boston Elementary School Teacher discusses her "Think Space"

Peace Corners at Fall Hamilton Elementary, Nashville, TN

Conscious Discipline "Safe Place"

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Trauma Informed Schools prioritize REGULATION. " A "Calm Down Corner" (a.k.a. Think Space, Peace Corner, Safe Place, etc.) is a space within the classroom that students can utilize to regulate their physical and emotional state. The purpose is to help them regain behavioral control not punishment.

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Handclaps- use handclaps in math to skip count