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I would try to get to know my students better, so that I would be able to provide them with extra vocabulary, examples, and activities with which they can relate. I would, for instance, create short comic stories, instead of bringing traditional, normal books, if I knew for a fact that most students in my class like to read comics. By choosing to "visualise" the grammatical or vocabulary skills I want to teach in the shape of a comic, they would definitely learn more efficiently, and more effortlessly as well.

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In the first place I would do my best to become the best "observer" so that I can understand the way in which my students respond and act better individually. I would probably try many different learning styles in order to recognise and meet the needs of all pupils separately. I would definitely not stand only on the traditional material such as photocopies, but I would try through brainstorming activities, videos, games etc. to find out what interests them the most!

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After carefully inspecting how my students learn more effectively, through simply observing their reactions to different modes of materials or assessing them in various ways on the same topic or simply asking them, I would do my absolute best to adapt my methods and resources to my findings of their learning. This analysis process is crucial to designing any learning event and NO such event would most probably take place without that analysis. Learners learn better when the carrier-content is engaging and relatable to them. Fortunately, in the digital age, adapting materials and altering their mode is easier done than said and therefore all learners' preferences in learning can be catered for.

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From the very beginning I would try to observe my class and get to know the students (their level, knowledge, intelligences, interests, skills, personalities), and make them feel comfortable during the class. The above quiz is a good way to approach students, learn "how they best learn", and create a lesson plan according to their needs. Apart from that, If my class was multicultural, I would try to choose material that contain information about these different cultures( traditions, customs, celebrations) and give each of my students the opportunity to understand each other's background and come closer.

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As the image suggests people and therefore Ss are different in the ways they think, act or learn. Taking this fact into account, I, as a teacher, would venture to observe the Ss in my classroom, endeavor thence to learn my Ss, that is their likes, dislikes, interests, habits etc. This is a great start in order to be able to determine what is the best possible way to help my Ss learn and accomplish the best they can. However, being aware of their type of learning style and intelligence is quintessential as these two factors determine the way one will be able to learn and consolidate any kind of knowledge. Assuredly, all these porpositions are easier said than done and need of course a lot of time and experience until one is able to more eaily determine and recognize those factors that will enable him/her as a teacher to bring out the best from his/her students.

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An ideal start would be to observe my students and try to know them better, thus drafting a mental guideline on their language level and what they want and/or need to gain from the lesson. Moreover, understanding students’ personalities and their needs is a decisive factor to the learning path since it is important to have in mind learners’ expectations and learning needs when looking for and/or designing teaching material. Every student learns in a different pace and manner. As a teacher, it is essential to acknowledge my students’ diverse learning styles and mixed intelligences and strive to produce material that will appeal to the majority of the class, if not all, while also consider the possibility of adapting the predetermined material when necessary, in order to better suit learners’ needs.

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Firstly, in order to differentiate my classroom it is important to get familiar with the students. I would pay close attention to my students' characteristics, such as their intelligences and learning styles. I would try to adaptmy teaching to their interests and provide the best instruction possible. Since in every class the intelligences might vary from linguistic to logical, natural, musical, or even a mix of them, it is important to create lessons that fit the various individual interests of the students. For example, if my class has many auditory learners with high linguistic intelligence I would bring audiobooks, videos, etc. in class and let them work on those. If the class has students who prefer kinesthetic learning style and have high bodily-kinesthetic intelligence levels, then games would probably be the best method to teach them. All in all, I would put a lot of effort into creating the lessons as interesting as possible for my students according to their needs.

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In order to differentiate my extra teaching material to fit my students' needs, I would firstly try to observe them and pay attention to their various characteristics, such as their interests, intelligences and learning styles. Therefore I would know how to excite them and engage them into the learning process. For example, if I had many auditory or visual students, I would try to show them more songs or/and videos to teach a new rule. Similarly, if I had many kinesthetic students, I would try to incorporate more games that involve movement to the teaching process.
Georgia - Maria Epsimou

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In order to provide differentiated instructions and design my lesson more efficiently, I would pay attention to my pupils, personal traits. First of all, i would try to identify their type of intelligence, so my lesson to meet their needs and interests. I would try to satisfy them all, by providing them with supplementary material that would cover all students' needs. The activities would utilize, each time, a huge range of intelligence's types. Audiobooks, songs, flashcards and charts, are some of the supplemetary material that i would use.

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In order to provide differentiated instructions and design my lesson more efficiently, I would pay attention to my pupils, personal traits. First of all, i would try to identify their type of intelligence, so my lesson to meet their needs and interests. I would try to satisfy them all, by providing them with supplementary material that would cover all students' needs. The activities would utilize, each time, a huge range of intelligence's types. Audiobooks, songs, flashcards and charts, are some of the supplemetary material that i would use.

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Kastana Maria-Magdalini

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When teachers decide to design and differentiate their supplementary material they have to take into consideration many crucial factors such as learning styles, intelligences, learners' interests, personality and way of thinking. Differentiation is unavoidable since students follow different paths to reach the same goal and teachers should cater for all of them. It is also important to have in mind various learning difficulties (dyslexia etc) that teachers should have in mind before designing a worksheet.

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The objective of applying Differentiated Learning tecniques is to distinguish between the different types of learning and the different intelligences. According to age, background, be it cultural or social, I would pay attention to the ways students learn better and i would then accomodate any teaching material according to their needs.

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In order to differentiate the teaching material used in class I would first pay close attention to the students altogether and individually. I would pinpoint the different intelligences appearing in my class and the different learning styles to try to present them with material with which the majority will always feel comfortable with. For example, if the two main learning styles in my class are auditory and visual I would focus on always providing them with a number of such activities. And if most of them have high linguistic intelligence I would provide them with books in both audio and printed form. Furthermore, it would be important to understand what my students’ expectations from this class are and what their current language level is in order to neither overwhelm them nor bore them. Lastly, I will pay close attention to their interests and hobbies in order to choose appropriate topics that will help them engage in class more.
Overall, in the classroom I would try to be more of an observer and advisor than solely a teacher.

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In the first place I would get to know my students. I would try to observe them as much as possible so as to figure out features of their personality that would lead me to the discovery of their preferred way of learning. Of course, this process of discovery would also take place through the use of a variety of teaching materials corresponding to all types of intelligences. After having reached to a conclusion about all my students, I would adapt my teaching process to the preferred way of learning, namely by using the appropriate teaching materials according to their individual intelligences and interests.

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So as to differentiate the teaching material based on my class I would try to understand the interests of my students along with their linguistic intelligences. To succesfully differentiate the process of instruction it is important to provide students with a variety of materials such as visual, auditory, linguistic or kinesthetic and also to include both small group and individual work time. This provides time for student interaction with peers as well as teacher interaction time. Taking into consideration all these fatctors in my classroom, the variation of content and teaching materials would not only meet the different learning styles but also keep the lesson interesting and the students motivated to participate actively.

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The first thing I would do in order to decide on my teaching material and how I would differentiate it in order to suit my learners' needs would be to carefully observe how they learn best: Which methods do they choose most? How many students are kinaesthetic learners and how many learn by writing and reading? If most of them are - for example- visual and/or auditory learners, how do I produce or find a material that would cover their needs while at the same time it doesn't make others get bored or frustrated? These are the questions I would answer myself when having to deal with a differentiated classroom.

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Becoming aware of the salient differences among students is crucial. Therefore, as a first step I would implement an age appropriate test to determine their learning style if possible, which I would accompany by careful observation and their feedback on activities they enjoy and excel at. Familiarization with learners' background is also very important to consider so as to avoid conflicting situations. What's more I would try to strengthen the unity of the class by engaging students in varying group activities. This information I would assess to design tasks that better suit their needs and preferences making sure to provide a variety of tasks. Tasks which are active to ensure presence of mind, constructive to allow the opportunity to use existing knowledge and extend it through practical application and interactive by working with peers and externalizing cognitive processes. Since learning can occur everywhere, even outside a classroom, without books, worksheets etc I would consider taking my class outdoors, especially younger students... I could have students work in groups to learn how to plant different herbs, which we could take care of and use in recipes. Thus, teaching grammar: following / giving commands, relevant vocabulary: herbs, plants, pot, soil, tools etc, a practical skill with real life application and sensitizing them to nature.

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I believe that differentiating extra teaching material should be based on the students' needs. The learner's individual characteristics, interests and unique personalities have to be taken into account when deciding to provide additional supplementary material, so that the teaching process can be more effective and the learners can be more engaged into the whole experience. If, for example, my students were more active and liked activities that are based on movement, I would attempt to incorporate more activities of kinesthetic nature, or we could organize a small trip in a park and use more songs in the lesson, should the students enjoy a more naturalistic or musical/auditory approach to the class lesson. Luckily, we as teachers can adapt more quickly depending on the circumstances and adjust our lesson accordingly, by finding extra material on-line.

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At first, I would observe my students and try to get to know them better, in order to provide them with extra materials that suit their learning style and intelligence. I would also try to design materials based on the theory of multiple intelligences and combine as much learning styles as possible. It is also very important to design materials that are engaging and interesting for your students. For instance, if my class consists mostly of students with linguistic intelligence and visual learners, I would provide them with interesting articles and videos, literary texts based on their proficiency level and graphics or charts when teaching something new. 

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At first, I would observe my students and try to get to know them better, in order to provide them with extra materials that suit their learning style and intelligence. I would also try to design materials based on the theory of multiple intelligences and combine as much learning styles as possible. It is also very important to design materials that are engaging and interesting for your students. For instance, if my class consists mostly of students with linguistic intelligence and visual learners, I would provide them with interesting articles and videos, literary texts based on their proficiency level and graphics or charts when teaching something new. 

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If I had to decide on the most suitable teaching material for my learners,to begin with,I would evaluate my students in the sense of how visual,auditory or kinesthetic they are.I would try to adapt my material to my students needs by inserting into my activities all those three factors that have to do with the learning background and features of each of my students.Therefore,all of the teaching material used in the classroom,would have to serve multiple intelligences,in order to address every unicque student in the classroom and also differentiate one student from the other in terms of categorisation of their knowledge of the world and also their abilities while learning in a classroom with other people too.We have to keep in mind that all students are not the same,so we should approach them in different ways regarding learning.

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I would try to gather information on my students' learning styles, intelligences and personal interests through observation but also through discussing with their parents and with other teachers. In the end of each class, I would invite my students to share their opinions regarding the lesson and the activities we worked on and encourage them to be completely open with me about what they liked and what they did not. Alternatively, if students were too shy sharing their opinion, I would hand them an anonymous questionnaire in order to gather feedback. Based on their feedback I would decide which activities would help my students learn better and I would differentiate the supplementary materials I would use.

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I would experiment with different learning styles and observe my students' reactions. I would ask for their feedback as I feel that it is important to show students that their feelings and needs are being heard. Catering to each student's needs is definitely a challenge, so I would either try to combine each learning style during the lesson or switch between learning styles throughout the semester. Obviously, if any student needed extra help, I would be there to help them.

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In order to differentiate the teaching material, hard work needs to be done by the teacher. The teacher should pay complete attention to her/his learners' needs. Observation is necessary, so the teacher can figure out her/his students' intelligence skills, in which activities the students thrive on and in which don't. The teacher has to take into consideration her/his students different heritages, therefore different cultures and religions. Lastly, apart from observation, evaluation can be included, through tests in the beginning or at the end of the class. A close relationship should be developed and maintained between the educator and the student for desired results.