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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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Voki | Speaking Characters For Education

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Voki is a fun tool that students can use for homework, classwork or projects. Customize their appearance and what they say, and share with others!

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Kindle Cloud Reader is an HTML5-based web app developed by Amazon that lets you access your Kindle library in your web browser.

Though Kindle books are already accessible on almost all platforms (with the Kindle native application for Windows, Mac, iPhone and Android), Amazon has decided to make this access even wider and easier with the Kindle Cloud Reader. Created in HMTL5, the Kindle Cloud Reader currently works on Google Chrome and Safari only, with more browsers coming soon.

Kindle Cloud Reader has support for offline reading, which means that once your Kindle books are synced with your computer you can keep on reading even if you lose your Internet connection.

The app also includes pretty much all the functionality and configuration options you find in Kindle native apps, such as bookmarks, personal notes, the book's cover and table of contents if available and syncing to the last page read on any other device.
Kindle Cloud Reader provides you with one more way to access your Kindle library, right from your web browser.

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Kindle Cloud Reader is an HTML5-based web app developed by Amazon that lets you access your Kindle library in your web browser. Though Kindle books are already accessible on almost all platforms (with the Kindle native application for Windows, Mac, iPhone and Android), Amazon has decided to make this access even wider and easier with the Kindle Cloud Reader.

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Reading Rockets | Launching Young Readers

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Our NEW Musical Adventure for Kids!

Get our free DIY summer camp toolkit from Start with a Book

Inclusive Classrooms: A Primer for Teachers

Learn more about what inclusion is — how to create a welcoming, inclusive classroom

Looking at Writing

Annotated writing samples from kids PreK to grade 3, plus teaching tips

Reading SOS for Families!

Experts answer your questions about how to help your kids become strong readers

Start with a Book: Read. Explore. Learn!

Themed books and activities to inspire active learning all year long

Match Young Readers with Books They Will Love!

Create custom booklists from our library of 5,000+ books

Reading Tips for Parents in 13 Languages

How to help your kids (babies to grade 3) build their literacy skills!

Reading 101: A Guide to Teaching Reading and Writing

What every teacher should know

Reciprocal Teaching

Students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Watch reciprocal teaching in action.

Classroom Strategies

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Growing young readers: what matters in early literacy

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Reading Rockets | Launching Young Readers

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Information and resources about teaching children to read and helping kids who struggle. You'll find a hundreds of articles on teaching reading, classroom strategies, in-classroom video, parent tips in 11 languages, video interviews with top children's book authors, a daily news service, and much more.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Comprehension Skill-Building Packages

To supplement students' online work in Reading Plus, printable skill-building materials are freely available to educators. These materials can be...

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Reading Plus - Adaptive Literacy Program - Hybrid Learning

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Reading Plus is an adaptive literacy program that develops the fluency, comprehension, and motivation students need to be successful readers.

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reading plus Study Sets and Flashcards | Quizlet

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Quizlet provides reading plus activities, flashcards and games. Start learning today for free!

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Kid President's 20 Things We Should Say More Often

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By James Mulraine

Lately I've been having an interesting conversation at work about self-portraits with my colleague Pierre Halé.

Pierre has been painting all his life, but only started self-portraits in the last few months. I was amazed when I saw the first of these little canvas panels, each about 12 x 10 inches.

'Self-portrait as a fisherman' looks like someone in the background of a Caravaggio. It is superbly observed. The artist works the oil paint lusciously, sculpting his head as a three-dimensional object. The sense that we're seeing the momentary play of light over a solid form gives the impression that this is a snapshot of time. It creates a real sense of presence, the spark of life in the viewer's synapses where you can imagine the expression changing.

Self-portraits are often described (frequently by me) as being a self-advertisement, or a form of artistic self-therapy. Rembrandt - 120 self-portraits and counting - is usually considered self-obsessed. But I'd never asked a living painter how fair these labels really are. Is it about character analysis? No, he said. 'It's purely about form. Until you mentioned the likeness ( below) I hadn't thought about it. I could've been painting an apple.'

He doesn't buy the painter-as-navel-gazer theory. You've got yourself as a model and a mirror. That's all it is. A purely technical exercise, in which I have to say the results are quite spectacular. Setting aside mere likeness and physical plausibility, they are very elegantly done. In the first self-portrait here the curve of the hat and the collar are precisely, effortlessly drawn. Like the unturned collar in the second portrait, these shapes echo the pose of the sitter. They are a part of the whole package and contribute to the psychological punch, but they are also abstractly beautiful. The blue shoulder here makes you want to get your face in the painting. The lightness of touch. The curved line of the seam and the lightly brushed highlights with the canvas grain still showing, like a landscape sketch, or a phrase of music you keep whistling to yourself because it's so completely satisfying.

But for the painter, still a purely technical exercise, a working-out of process. You can see where the line of the collar has been lowered, initially drawn higher up towards the ear. The final position creates another harmonious encircling curve. I was reminded of something Evelyn Waugh said about his novels. The interviewer asked him what he was trying to say in his books. Waugh told him he wasn't trying to 'say' anything in them. He saw them as exercises in style. Detachment is a crucial part of artistic creation. Critics, being fans rather than players, are rarely detached. As Turner said of Ruskin, 'He sees things in my pictures that I never intended.'

Pierre's self-portraits were begun to resolve the technical aspects of portraiture, before painting a portrait of his wife. And as technical experiments they are absolutely stunning. In this latest example. he tries reducing his palette to four or five colours.

This hand-study could have been painted in the Seventeenth Century. It's so rapid and free and well-drawn. There's such an instinctive feel for what oil paint can do on canvas, a delight in its textures and possibility. Or perhaps no delight at all, merely the dispassionate resolution of technical questions.

Either way, the result delights me. With sound technique the rest follows. The hands are not just anatomically convincing but lively, expressive, passionate even. These things are not easy to do, even for painters.

I asked Pierre who his favourite painter was, expecting him to say someone like Courbet or Manet, one of the great Nineteenth Century revolutionaries in paint. I was surprised when he said Julian Schnabel, the painter and film-maker. I didn't know who Schnabel was - he's interviewed here for Surface magazine in 2013 - so Pierre filled me in on his work, and the reputation of a man who, to many, makes Michelangelo seem modest and retiring. He described travelling many miles to visit a French chateau where giant paintings stretched down from a distant ceiling and, too huge for even for the vast walls, rolled around the viewers' feet on the floor. Deep calls to deep. It was like the way that climbers talk about the greatest mountains. I tried to imagine myself in the presence of this annihilating artwork. Like the Painted Hall at Greenwich where if you don't hang on you might fall up into it. Wow, I said.

James Mulraine
jamesmulraine.com

All work and photographs on this page (c) Pierre Halé 2018

Tagged jamesmulraine, oilpainting, painting, ​Pierre Halé, self-portrait

James Mulraine
jamesmulraine.com

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By James Mulraine Lately I've been having an interesting conversation at work about self-portraits with my colleague Pierre Halé. Pierre has been painting all his life, but only started self-portraits in the last few months. I was amazed when I saw the first of these little canvas panels, each about 12 x 10 inches.

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Fair is not always equal

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Scholastic News Nonfiction Readers® | Scholastic Classroom Magazines

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Scholastic News Nonfiction Readers are themed book sets for Grades 1-2 that reinforce language arts skills and provide opportunities for small-group learning.

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NWEA: Advancing learning outcomes for all kids

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We empower educators and learners with evidence-based products and services that unlock opportunity.

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Special Education Software, Curriculum & Learning Tools | n2y

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n2y empowers learning with a total solution tailored to help individuals with special needs access the general education curriculum.

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We've moved! Formerly at Bryn Mawr College, Serendip is now an independent site partnering with faculty at multiple colleges and universities around the world. Please update your bookmarks, and happy exploring.

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Educational games and videos from Curious George, Wild Kratts and other PBS KIDS shows!

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Learning in Ohio | Ohio Department of Education

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Starting with the center, click on each part of the circle below to learn how these components work together to help teachers in the classroom. All descriptions also appear in this handout. To select a specific area of study, scroll down for links to related information.

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Universal Design for Learning (UDL) is a research-based set of principles to guide the design of learning environments that are accessible and effective for all. First articulated by CAST in the 1990s and now the leading framework in an international reform movement, UDL informs all of our work in educational research and development, capacity building, and professional learning.

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CNN 10 is an on-demand digital news show ideal for explanation seekers on the go or in the classroom.

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The supplemental teaching license allows educators who hold a currently, valid standard Ohio teaching certificate or license to teach in a supplemental area, at the request of an employing Ohio school district, while they are in the process of obtaining standard licensure for that area.

Note: Once an educator has been issued a supplemental teaching license for a particular licensure area or teaching field, the educator must complete the supplemental licensure program or the equivalent and be issued a standard teaching license in that area, prior to requesting a supplemental teaching license in another area.

Review the list of supplemental license types and teaching field codes available here.

Initial Requirements

A currently valid, standard Ohio teaching certificate or license;

Successful completion of the content assessment for the licensure area;

Employment in a teaching position requiring the supplemental licensure area in an Ohio school

The employing school district shall assign a mentor to the individual holding a supplemental teaching license. The assigned mentor shall be an experienced teacher who currently holds a license in the same content area as the supplemental license.

Requirements for Renewal

A currently valid, standard Ohio teaching certificate or license; and

Employment in a teaching position requiring the supplemental licensure area in an Ohio school.

Educators may renew their one-year supplemental teaching license two times to allow completion of supplemental licensure program requirements.

Eligibility for a Standard License

Educators may choose ONE of the supplemental program options below. All eligibility requirements must be met before applying for the standard license.

Option A

Completion of an approved program of preparation and submission of an application through the college/university where the program was completed.
See list of accredited institutions with approved preparation programs in Ohio here.

Option B

It is recommended that educators who choose to complete Option B request an evaluation by the Ohio Department of Education after they have been issued the initial supplemental license to determine what additional requirements must be completed for progression to the standard license. Click here for the supplemental evaluation application.

Completion of a grade level-specific pedagogy course;

Completion of a minimum of 12 semester hours in the teaching of reading (9 semester hours in the teaching of reading and 3 semester hours in the teaching of phonics);

Successful completion of the Ohio Assessment for Educators (OAE) 090, Foundations of Reading exam.
Click here for more information about the 090; and

Verification from the employing school or school district that the supplemental license holder has taught successfully in the licensure area for a minimum of two years. Educators must submit a letter, on district letterhead, signed by the superintendent of schools or the human resource director verifying dates of full-time employment, assignments and grade levels for each year of employment under the supplemental license.

How Do I Complete My Online Application?

Access your SAFE account.

Click on ODE.CORE

From your Dashboard, select the appropriate action (Renew/My Credentials or Apply/New Application).

Complete the three steps of the application, and submit payment.

Related Links

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Intervention Specialist or Early Childhood Intervention Specialist Supplemental Teaching License

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The supplemental teaching license allows educators who hold a currently, valid standard Ohio teaching certificate or license to teach in a supplemental area, at the request of an employing Ohio school district, while they are in the process of obtaining standard licensure for that area.

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Diane Sanders 330-309-9032
Nancy Bradley
Kelly Coffee
Trish Moore 716-445-7200
pdivita@ashland.edu
Kristin Zink  330-284-5855
thezinkman@aol.com
Jennifer Zorrosa 330-219-1413
jenniferzorrosa@gmail.com

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Education, business, and community leaders supporting Ohio's New Learning Standards and dedicated to our students' success in college, career, and life.

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Learn while having fun and improve your grades | sofatutor.com

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The online learning platform sofatutor.com illustrates and visualizes all school material in 920 videos. Interactive practical exercises for each video, worksheets to print out, and the daily live help with experts guarantee an all-round service.

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A proven process of personal and interpersonal growth that can have an immediate and lasting effect.

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In order to log in and use this website, you need to enable "cookies" in your browser.

How you enable cookies will depend on your browser. It will generally be found in the Security settings under "Internet Options" or "Preferences".

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In order to log in and use this website, you need to enable "cookies" in your browser. How you enable cookies will depend on your browser. It will generally be found in the Security settings under "Internet Options" or "Preferences".

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Let's Get Fit | Count to 100 by 1's | 100 Days of School Song | Counting to 100 | Jack Hartmann

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Background Information for an IEP:

The Individual Education Program (IEP) is every exceptional or identified student's lifeline for academic success. If students with special needs are to achieve the academic curriculum or an alternative curriculum to the best of their ability and as independently as possible, the professionals involved in the delivery of their programming must have a plan in place.
IEP GOALS:
The IEP goals should be developed with the following criteria:

Before setting goals the team must first determine the present level of performance using various assessment tools, the needs must be clearly and specifically defined. When determining IEP goals consider the student's classroom placement, is the student in the least hindering environment. Do the goals coordinate with the regular classroom activities and schedules and do they follow the general curriculum?

After the goals have been identified, it is then stated how the team will help the student to achieve the goals, this is referred to as the measurable part of the goals. Each goal must have a clearly stated objective how, where and when each task will be implemented. Define and list any adaptations, aides or supportive techniques that may be required to encourage success.

Clearly explain how progress will be monitored and measured. Be specific about time frames for each objective. Expect goals to be achieved at the end of an academic year. Objectives are skills required to achieve the desired goal, objectives should be accomplished in shorter intervals.

Team Members: IEP team members are parents of the student, special education teacher, classroom teacher, support workers and outside agencies involved with the individual.

Each member of the team plays a vital role in the development of a successful IEP.

Education Program Plans can become overwhelming and unrealistic. A good rule of thumb is to set one goal for each academic strand. This enables the teams manageability and accountability to ensure that resources are available to help the individual achieve the desired goals.

If the student IEP meets all of the student needs and is focused on skills for success, results and outcomes, the student with special needs will have every opportunity for academic achievement no matter how challenging their needs may be.

See Page 2 for an IEP Sample

Example: John Doe is a 12 year old boy presently placed in a regular grade 6 classroom with special education support . John Doe is identified as 'Multiple Exceptionalities'. A Pediatric assessment determined that John meets criteria for Autistic Spectrum Disorder. John's anti-social, aggressive behavior, prevent him from achieving academic success.
General Accommodations:

Supervision for Non-Instructional Time

Attention/Focusing Cues

Special Arrangements for Arrival/Departure

Use of Preferred Learning Style

Small Group Instruction

In-Class Peer Tutor Assistance

Review, Retest, Re-Evaluate

Reduce Visual or Auditory Distractions

Scribing or Oral Reporting

Length of Time for Assessments/Assignments

Annual Goal:
John will work towards controlling compulsive and impulsive behavior, which negatively affects the learning of self and others. He will work towards interacting and responding to others in a positive way.
Behavior Expectations:
Develop skills to manage anger and resolve conflict appropriately.

Develop skills to accept responsibility for self.

Demonstrate dignity and respect for self and others.

Develop a foundation for health relationships with peers and adults.

Develop a positive self image.
Strategies and Accommodations
Encourage John to verbalize his feelings.

Modeling, role play, rewards, consequences using the assertive discipline approach.

One-to-one teaching as required, one-to-one Educational Assistant support as required and relaxation exercises.

Direct teaching of social skills,acknowledge and encourage acceptable behavior.

Establish and use consistent classroom routine, prepare for transitions well in advance. Keep as predictable a schedule as possible.

Make use of computer technology where possible, and ensure John feels he is a valued member of the class. Always relate classroom activities to timetable and agenda.
Resources/frequency/location
Resources: Classroom Teacher, Education Assistant, Integrations Resource Teacher.

Frequency: daily as required.

Location: regular classroom, withdraw to resource room as required.

Comments: A program of expected behaviors and consequences will be established. Rewards for expected behavior will be given at the end of an agreed upon time interval. Negative behavior will not be acknowledged in this tracking format, but will be identified to John and to home through a communication agenda.

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How to Write an Individual Education Program

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Background Information for an IEP: The Individual Education Program (IEP) is every exceptional or identified student's lifeline for academic success. If students with special needs are to achieve the academic curriculum or an alternative curriculum to the best of their ability and as independently as possible, the professionals involved in the delivery of their programming must have a plan in place.

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What is Choice Theory? Developed by psychiatrist William Glasser, Choice Theory states we are motivated by a never-ending quest to satisfy the following 5 basic needs woven into our genes: to love and belong, to be powerful, to be free, to have fun and to survive.

Behavior is Chosen

Choice theory contends that we are internally motivated, not externally motivated by rewards and punishment.

Originally called " control theory," Glasser switched to "choice theory" in 1996 to emphasize that virtually all behavior is chosen .

Choice Theory: What Motivates Us?

Choice theory represents an alternative to behaviorism and other external control psychologies.

Rather than seeing people as "shaped" by rewards and punishment, Choice Theory suggests that we always have some capacity to make choices and exercise control in our lives.

Choice Theory teaches that we are always motivated by what we want at that moment. It emphasizes the importance of building and maintaining positive relationships with others to create a shared vision. People who develop shared "quality world pictures" are motivated to pursue common goals and are more likely to work collaboratively.

Choice Theory Summary

A basic understanding of Choice Theory requires some knowledge of the following 5 key concepts:

1. Basic Needs

2. The Quality World

3. Reality & Perception

4. Comparing Place

5. Total Behavior
Choice Theory: The Basic Needs All people are born with 5 basic needs:
1. to love & belong

2. to be powerful

3. to be free

4. to have fun

5. to survive

All behavior is purposeful, motivated by our incessant desire to satisfy the basic needs woven into our genes.

The strength of each need varies from person to person.

For example, some are more driven by the social need to love and belong while others are more driven by the need to be free and autonomous.
1. Choice Theory: The Quality World Each of us develops a unique Quality World, the source of all motivation.
Whereas the Basic Needs represent "nature," The Quality World represents "nurture." As we live our lives and interact with others, we each build this unique Quality World that includes the people, activities, values, and beliefs that are most important to us as individuals.

Everything we place in our Quality World is need satisfying.

Examples:

I love these people.

I feel a sense of power when I am singing on stage.

I have fun when I am playing outside with my children.

Throughout our lives, we add and delete "pictures" from our Quality World. Some people develop Quality World pictures that are unhealthy and irresponsible.

Examples:

Think of people who only feel a sense of power or freedom when drinking alcohol or taking other drugs.

Think of people who have fun when hurting others physically or emotionally.

Choice Theory suggests that parents, educators, and the community at large can promote environments that encourage others to develop Quality World pictures that let them satisfy their needs responsibly.
2. Choice Theory: Reality & Perception Even though we all live in the Real World, Choice Theory contends that what matters is our perception of reality.
We behave based on what we perceiveto be real, whether we are right or wrong.

Choice Theory states that information passes through three distinct filters as we create our perception of reality:

1. the sensory filter

2. the knowledge filter

3. the value filter

Because of these filters, two or more people may witness the same event or participate in the same activity and develop radically different perceptions.

Examples:

We may all agree that Barack Obama is president of the United States, but there are multiple perceptions about how "good" or bad" a president he is.

Talk to a couple of Red Sox and Yankee fans and you'll quickly understand that the same "real world" is perceived very differently because of their value filters.

3. Choice Theory: The Comparing Place Our brain continually compares two images:
1. our perception of reality

2. our Quality World picture of what we want at that moment

The purpose of all behavior is to create a match between what we perceive and what we want.

When there is a match, we will maintain the behaviors we have chosen. When there is enough of a mismatch to cause internal discomfort, we automatically search for new behaviors that will create the match we seek.

Examples:

A classroom teacher looks around the room and notices that the students are actively involved in the activity she has asked them to do. She gets a positive internal signal and continues her current teaching strategies

A parent notices that their child is behaving poorly at home and in school. The mismatch between what the parent wants and what they perceive leads them to try new strategies designed to help the child behave more responsibly.

4. Choice Theory: Total Behavior
All behavior has four components:

1. acting

2. thinking

3. feeling

4. physiology

When we change any one component of behavior, the other components change as well.

The two easiest components to control directly are acting and thinking. It is virtually impossible to change your feelings or physiology directly.

Examples:

Imagine you could feel less sad or depressed just because you wanted to.

Imagine a student who is agitated and frustrated and could just calm down because he wanted to.

Since all four components work in concert, however, we have much more control over our feelings and physiology than we realize. By choosing to act and/or think differently, our feelings and physiology automatically change.

Practitioners of Choice Theory help people choose responsible actions and thoughts that lead them to feel better and positively impact their physiology.
HOW CHOICE THEORY IMPACTS LEARNING When Choice Theory is applied in the classroom, as it has been in schools across the world, it has a significant impact on how instruction is delivered. The Teacher As Manager
Glasser contends that teachers need to manage effectively if they hope to successfully teach their students.

The role of the teacher/manager is to help students see that working hard and doing what the teacher asks is worth the effort and will add quality to their lives. This is achieved by developing positive relationships with students and providing active, relevant learning experiences where students can demonstrate success.

Effective teacher/managers create shared Quality World pictures with their students so students are motivated to learn what the teacher wants to teach.
The Needs-Satisfying Classroom
When creating lessons, teachers who practice Choice Theory ensure that students can satisfy their needs by doing what the teacher asks them to do.

Learning increases and disruption diminishes when students know that they are able to connect, feel a sense of competence and power, have some freedom, and enjoy themselves in a safe, secure environment. (Chapter 10 of The Motivated Student: Unlocking the Enthusiasm for Learning offers a specific strategy that helps teachers plan lessons with their students' needs in mind)
Common Characteristics Classrooms and schools that apply Choice Theory share the following 3 characteristics:
1. Coercion is minimized. Rather than trying to "make" students behave by using rewards and punishments, teachers build positive relationships with their students, managing them without coercion. Coercion never inspires quality.

2. Focus on quality. Teachers expect mastery of concepts and encourage students to re-take tests and continue to work on assignments until they have demonstrated competence or quality. The emphasis is on deep learning demonstrated through the ability to apply what has been learned.

3. Self-evaluation. Self-evaluation is a cornerstone of Choice Theory. Given helpful information (rubrics, models, exemplars, etc.) students take on greater ownership of their learning by evaluating their own performance routinely. Encouraging students to self-evaluate promotes responsibility and helps students pursue goals and become skilled decision-makers because they are more actively involved in their education.

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What is Choice Theory? Developed by psychiatrist William Glasser, Choice Theory states we are motivated by a never-ending quest to satisfy the following 5 basic needs woven into our genes: to love and belong, to be powerful, to be free, to have fun and to survive.

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five key aspects of differentiated instruction

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Get moving!

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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World's most popular online marketplace for original educational resources with more than four million resources available for use today.

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.