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provide different levels of information 

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provide different levels of information 

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Providing a safe but less triggering environment for students who require it

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Providing a safe but less triggering environment for students who require it

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Students to work in small groups in designated areas

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Students to work in small groups in designated areas

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Give choices about task order.

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instead of content heavy paragraphs, try to break information into dot points

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Students mentoring each other

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goal setting then re-visiting goals with the student

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One to one teaching/ students to use rubrics to self assess

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One to one teaching/ students to use rubrics to self assess

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Providing different levels of information gathering and comprehension.

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Providing different levels of information gathering and comprehension.

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Enable students to follow textbook that is also on Spotify so they hearing it and reading it

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allowing students to use a separate room if required

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allowing students to use a separate room if required

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Allow student to sit away from rest of class and sit by and open window

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Get students to use rubrics to make their own individual growth goals.

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Vary this: classroom, breakout space, virtually, at home.

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moving tables together to allow group work, 

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moving tables together to allow group work, 

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Methods used eg one on one teaching

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table layout allows teacher to easily move around the room to assist students

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table layout allows teacher to easily move around the room to assist students

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Different exercises - students self select

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Different exercises - students self select

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Present information in a variety ways, a combination of teacher centered and student centered strategies 

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Present information in a variety ways, a combination of teacher centered and student centered strategies 

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Allow choice in topic of interest and how they present

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use videos for flipped learning opportunities, visual examples, 1: 1 instruction and group work for learning  

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use videos for flipped learning opportunities, visual examples, 1: 1 instruction and group work for learning  

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Linking theory to practical situations students have participated in

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Deliver via PPT, poster, song, performance etc etc

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Adjust reading levels of texts by using Brisk.

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Outside activities (eg. measuring school, identifying plants, etc.)

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Outside activities (eg. measuring school, identifying plants, etc.)

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completion of task, assessment rubric, choice of presentation/completion, questioning

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completion of task, assessment rubric, choice of presentation/completion, questioning

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Using mindmaps

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In my class I would allow students that need differentiated content to draw understanding of content covered and/or record their understanding

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changing rooms, feelinf safe to attempt qus and to be wrong

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Providing visual aids

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provide the students with options/choices 

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provide the students with options/choices 

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provide students choices

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Essay versus presentation, etc.

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Encourage students to add to discussions by playing 'Save the last word for me.'

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Encourage students to add to discussions by playing 'Save the last word for me.'

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Senior class set up tea-coffee break like a staffroom-type situation ie simulate a real workplace 

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Senior class set up tea-coffee break like a staffroom-type situation ie simulate a real workplace 

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create working groups so students can support each other 

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create working groups so students can support each other 

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Allow students to complete assessment with the appropriate assistance

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Allow students to complete assessment with the appropriate assistance

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Provide choice of assessment  eg orally, written, pictorially..etc

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Provide choice of assessment  eg orally, written, pictorially..etc

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Same skill - different difficulty levels eg: selecting different language devices for them to attempt to use in English

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Moving students amicably at the start of a lesson to be productive

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Moving students amicably at the start of a lesson to be productive

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choice of presentation eg poster , essay

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eg. foundation skills versus harder problems involving multiple steps

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For EAL students, I try to keep them into working groups with someone who share the same L1 with them.

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Mild, medium and spicy question options for questions

Blooms taxonomy grids

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How long they have. The amount of breaks or even audio/visual etc

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Developmental rubrics mapped against the F-10 curriculum

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Developmental rubrics mapped against the F-10 curriculum

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offer a task that has different entry points 

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offer a task that has different entry points 

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Provide more/less , harder/easier tasks 

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Provide more/less , harder/easier tasks 

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Allow students to deliver work as a presentation or speech.

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Allow students to deliver work as a presentation or speech.

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Scaffolded research tasks for science, e.g. 3 slides, different topic per student

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Scaffolded research tasks for science, e.g. 3 slides, different topic per student

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Using seating plans for classroom management

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Using programs like diffit to simplify texts, or using auditory things for thr kids to access

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Providing different coding tasks at different levels

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Decrease amount of work to be completed

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The physical and effective nature of the classroom.

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How students demonstrate their learning.

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What students are expected to learn.

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How teachers will teach and how students will explore or undertake their learning. Type of instruction and activities undertaken in the lesson.