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I appreciated this picture because the it shows all three students reaching high standards but they were all able to get there in a way that was interesting, comfortable, attainable for them.

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I enjoyed this video more particularly because it did pertain to Math, however it does indicate different learning levels/styles in the classroom. Whether it is a video, worksheet, etc the students are able to pick and choose how they want to go over the lesson. The key takeaway I think is that the students and the teacher have an open relationship on where the students are at in their learning whether they understand the lesson or not.

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Differentiation in the secondary classroom - 8th grade math (ESL)

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I liked this video because it showed the planning of differentiated instruction and all the care, planning and work that goes into it.

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Differentiated Instruction in the Classroom at Mesquite Elementary School

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Now that we have a full classroom set of chromebooks :-), I love the idea of the digital choiceboards. You can customize these to the differentiate levels of students, without the students noticing the difference among classmates.

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5 Reasons to Use DIGITAL Choice Boards in the Classroom

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In this video it talks about the different levels of differentiation for GT students...plus it has a catchy tune and is helpful at the primary level to upper level learning styles.

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Gagne's Differentiated Model of Giftedness and Talent

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I like this image because of how readily apparent it is that this teacher is offering a large variety of ways for the kindergarteners to demonstrate mastery. I also like that it has a lot of flow and offers students a chance to walk around and move between stations. Personally, though not directly related to differentiation, I like how open each of the walkways are, and imagine that it is very easy for students to switch between stations.

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In this video, the teacher has developed multiple activities on different levels. You can tell that the students are engaged and having fun learning. This allows her to have time to work one-on-one with other students while everyone else is on task.

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Differentiated Instruction and Small-Group Learning at Shrevewood ES

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I really liked the way these 3 teachers worked together to meet the needs of their students. They focused on reading comprehension, based on assessment gave, they grouped together the students who performed at similar levels. They worked on a particular concept for six days and then reassessed the students on the sixth day to check for mastery.

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This video is more targeted toward elementary differentiation which is what I identify with as a second grade teacher. She begins with the idea that differentiation is not just tasks and challenges but it starts with your learning environment, your questioning, behavior management, visuals, seating plan and challenges. She says it's important to remove barriers to learning and allowing all children to learn in their own unique way. She does this by offering choices, challenges and ongoing assessment. She also employs the low floor/high ceiling strategy that we read about today.

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DIFFERENTIATION for Primary School Teachers (ADVICE & REAL EXAMPLES)

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I like the way students have several choices in each station rotation. They have to go to all three stations, and they are grouped by colors which address where they are in their learning. Within these groups there are options, and I especially liked with the blue group teacher time she encouraged higher level vocabulary and stretched them beyond the two former groups. I work with kids with special needs right now, and even with these students we differentiate by their individual skill sets and what they're capable of doing.

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Station Rotation: Differentiating Instruction to Reach All Students

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Rotation stations allow students to learn in a range of modalities, while making differentiation manageable for one teacher.

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This is a photo from a call and response exercise in my 5th grade music class.  I differentiate lessons by letting students express their creativity if they desire.    Most students want to play on the xylophones.  I find that musical leaders want to use rhythms that I taught them and then (even without asking) they will improvise.  The leader will call out a four beat rhythm on the xylophone and students will respond to the same rhythm.  I set up the xylophones on a pentatonic scale and it doesn't matter what notes they hit.
I like to see my musical leaders grow. This is a simple way to engage the ones that have mastered the rhythms.
Covid lessons now call for me to make sure the mallets are cleaned before the next group of students uses them.

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This video is a little older but I like that there are options that are given on a choice card, meaning that the students have the understanding that they may not have the same end product and that is acceptable. Further in the video the teacher reviews two different poems written by students and shows that she appreciates the different points of view which encourages that sense of safety in creativity and acceptance into the students own way of thinking.

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Teaching in the Inclusive Classroom: Differentiated Instruction

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I enjoyed this video because it explained why you should use differentiated instruction and offered some strategies to use in the classroom. It explained what differentiated instruction should look like in the classroom and what administrators are looking for when they come into a GT learning environment.

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Differentiated Instruction: Why, How, and Examples