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1. Choice boards

2. Math modeling tools

3. Gradual Release Model (I do, we do, you do)

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1. Giving students a choice of hand-on activities (e.g., using various math manipulatives)

2. Having each students explain how to solve a problem to their partner/ small group (e.g., a jigsaw activity)

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1. Choice Boards to allow students to be in charge of their own learning

2. Jigsaw activities

3. I do, we do, you do.

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1. Gradual Release Model

2. Expert Group Teaching (peer teaching)

3. Interactive and Guided Class Discussions.

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1. I do, we do, you do

2. discussions

3. student choice

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1) Choose your final assignment: project, essay, simulation, etc. (within reason)

2) hands-on remedial station activity

3) Formative assessment choice boards

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1.) Demonstrate a lab process before the students do it themselves.

2.) Have students teach a vocabulary term to a partner.

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1. demonstrations

2. simulations

3. Hands-on/Up and Moving activities

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1. Hands on activities

2. jigsaw activities

3. small groups

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1. i do, we do, you do

2. choice boards

3. additional time for those who need it

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1. Hands-on activities

2. Peer teaching

3. Group work

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One way I can differentiate the process is by doing choice boards. This give students the chance to pick how they will show me what they know in the best way that they can.

Another way I can differentiate the process is doing the gradual release method (I do, we do, you do) This allows me to start off with a lot of supports then gradually drop the supports.

Another way would be doing interactive and explicit activities. This will help the student stay engage and learn at the same time.

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1. Group work

2. interactive activities

3. I do, we do, you do

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1. Hands on activities

2. I do, we do, you do

3. Allowing students the choice to choose. (choice boards)

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1. I do, we do, you do

2. Group work

3. Choice boards to allow students to be in charge of their own learning.

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1. I do, we do, you do.

2. Class discussions

3. Choices with hands on activity.

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Differentiation in Action: Learned and Affirmed

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Differentiation in Action: Learned and Affirmed

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1. I do, We do, you do

2. Class discussion/interaction in small or big groups.

3. At your own pace videos and tasks.

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1) The gradual release of responsibility (I do, we do, you do). I'd release the kids I know can do it on their own earlier than the ones that may need more time working together.

2) Allowing kids to explore the content, discuss it, and teach each other, rather than listening to me teach them.

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1. I Do, We Do, You Do- This methods can be implemented in so many different subject areas and could be so helpful for students who need extra guidance

2. Class discussions- for students who have a hard time explaining their thought on their own, this would a wonderful option so they may even be able to bounce ideas off someone else

3. Group projects- for students who need extra help, being put in groups will benefit them for the same reason as above; they're able to bounce ideas off each other and get help

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I could differentiate in many ways:

1. I like the I do, we do, and you do system. The gradual release of responsibility really helps students feel more confident that they understand the process as well as includes the whole practice by doing side.

2. I like the idea of lecture/video then hands on activities that students can do at their seats or in groups. For younger students its good to get them up and moving but I feel like the older grades would rather do a seated activity. Maybe that is just my own personal preference.

3. Choice boards where students can choose what they want to do. I like giving students options.

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1. I do, we do, you do - gradually reducing the support as they gain confidence.

2. Hands on activities - providing students with opportunities to work on the same project but can be suited to individuals learning needs and styles.

3. Group activities - grouping differently based on the task or learning goals by know the students' needs and interests.

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1. Class discussions- takeaways, questions from reading

2. Hands on activities with group stations- Students can help each other if someone doesn't understand.

3. think, pair, share

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1. I do, we do, you do

2. Small group work

3. Choices between discussion, independent Rea search, or hands on activities.

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1. Bringing in realia to provide visual and tactile learning experiences where students can explore.

2. Partner work where students can be partnered strategically to provide scaffolding and enrichment to each other.

3. Doing jigsaw work where students have the ability to teach one another content that they feel as though they have mastered and feel confident in.

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1. I do, we do, you do

2. Choices for assignments

3. Hands on Activities

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1. I do, we do, you do.

2. interactive hands on projects/activities

3. partner work

4. extra time for assignments/test

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1. I Do, We Do, You Do - This helps gradually release more workload on the students in a way that helps foster their confidence.

2. Hands on activities - This helps students break out of the usual and helps the lesson truly sink and get stuck in their brains.

3. Partner or small group - This helps break up students so they are not doing it alone but gives the teacher more opportunity to go to students individually and see where their understanding is.

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1. I do, we do, you do.

2. group work.

3. Hands on activities.

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1. Hands on activity

2. I do, WE do, YOU do

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1. Tiered activities or assignments

2. hands on learning

3. I do, we do, you do

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1. I Do, We Do, You Do. I Do during a lesson so that students are getting the content, practicing the content, then doing or teaching the content. This pertains to multiple levels on the pyramid.

2. Group discussions are an amazing way for students at all different levels to have opportunities to learn from and teach their peers about ideas and content.

3. differentiated Partner activities

4. projects where students are able to use what they learned to teach others.

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1. Hands-on activities

2. I do, We do, You do

3. Small groups

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1.) Scaffolding with the I do, We do, You do method.

2.) Group work: allowing students to work with and hear from their peers.

3.) Hands on activities

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Differentiation in Action: Learned and Affirmed

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Differentiation in Action: Learned and Affirmed

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Differentiation ensures all students succeed by adjusting content, process, and assessment.

Flexible grouping helps meet different learning needs.

Choice in learning activities increases engagement and motivation.

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1. I do, you do, we do

2. Hands on activities, discovery learning. (sand trays, playdoh, etc.)

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1. “I do” “We do” “You do”; Modeling, doing it together, then letting students work alone gives them instruction in different ways depending on what works best for them.

2. Group work; Opening their perspectives to what their peers thoughts and ideas.

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1. small groups

2. I do, you do, we do

3. hands on activities (using playdoh, sand trays, magnetic letters)

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1. I do, you do, we do

2. small groups

3. Activities for different learning styles

4. extra time for assignments if needed

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1. Teachers can differentiate instruction by scaffolding a lesson as needed.

2. Teaching in smaller groups and/or implementing one-on-one instruction is an effective way to meet various academic needs.

3. Considering various learning styles and including kinesthetic activities, auditory enhancements, and visual aids to increase student success.

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1. scaffolding

2. small groups

3. Gradual Release

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1. Organize small groups based on my students' levels. This could allow me time to have a small group instruction that is tailored to their specific skill levels.

2. Vary the activities offered in the classroom.

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1. I do, we do, you do. This can be moved around as well to be done in a different order but still doing it three times.

2. Working in small groups can also be very beneficial to students who are struggling. Assessing and then pulling students who are struggling in certain areas.

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1. scaffolding

2. small groups

3. hands on tasks

4. I do, you do, we do

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1. More hands on activities.

2. I do, we do, you do.

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1. Scaffolding. I do, We do, You do.

2. Tiered assignments.

3. Working one on one or in small groups with students.

4. Using centers that allow for students choice.

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1. Small group instruction: gives the teacher the ability to work one-on-one with students

2. More hands-on tasks for students

3. Tiered assignments

4. Give the students choices on what they want to learn (choice boards or stations)

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1. Students can be set up into groups, with students at similar levels, with similar interests and learning styles.

2. Using centers to deliver content, centers can be done individually or with assigned groups.

3. Working one-on-one with students or in small groups to directly hit content areas of struggle

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1. Create and provide choice boards for students.

2. Give those who may need, additional time to complete assignments to eliminate rushed and stressful work.

3. Provide feedback on assignments and allow students to correct their work to regain points.

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1. provide choice boards for homework and classwork assignment.

2. Provide students with additional time on their complete classwork assignments.

3. Give students the opportunity to use feedback and redo assignments. This gives them a second chance to ask questions and figure out the write way to do the assignment.

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1. Include more scaffolding on different topics to give students guidance

2. Allow extra time for discussions with students about the assignments and 1-on-1

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1) Allow time for students to collaborate and work with their peers.

2) Allow for many opportunities for student choice in the process.

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1. Include scaffolding in all of my lessons so that children have the different levels of support and teacher guidance they need. The I do, We do, You do model is a great example.

2. Do small group work as much as i can so that the students can get the assistance they may need.

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1. I want be able to change the way I teach to help with different learners.

2. Have tiered assignment for certain students to help them based on their needs.

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1. Provide several different resources at varied levels of reading difficulties for when students are tasked with finding information in a non-fiction text.

2. Purposefully group students into groups where they will succeed and not get left behind in the dust.

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1. Organizing students into leveled groups based on skills, interests or learning preferences.

2. Choice boards to allow students to be in charge of their own learning.

3. Student-to-student interaction whenever possible, playing games while learning.

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1. Creating small groups that have different levels, so the students can help one another.

2. Create interactive assignments that incorporate different types of learning.

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1. I want to be able to allow students to get the correct support they need, so I would provide different materials such as a graphic organizers, sentence starters, one on one help, etc. This would be available to them if they need or want it when completing work.

2. I also want to provide a choice board that can allow the students to choose what order they want their work done in that class. This would allow them to be more independent, not feel rushed or dawdled while staying on task.

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1. I have organized students into different groups based on their skill levels, interests, or learning preferences.

2. I have provide various levels of support, such as graphic organizers, timelines, or guided questions, to help students to process information.

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1. Change the way the I teach to align with the different types of learners.

2. Use small groups or work one-on-one with struggling students.

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1. I want to give a choice board of activities that the students need to complete within the class period. This allows them to make their own choices and work at their own pace on the tasks at hand.

2. I would also like to give time in class to work on homework to ask questions if there is any confusion or if they may need help. I also know some home lives might not prioritize school/ homework so this would allow them to get assistance as needed and have a step in the right direction.

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1. Have leveled assignments depending on their academic level.

2. Give extra time for assignments and give time for them to ask questions.

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1. Provide students with a choice board to decide their next task.

2. Group students together from varying ability levels.

3. Offer interactive assignments

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1. I would like to try to vary the amount of time students have to complete assignments

2. I would also like to try to offer an interactive assignment alternative

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Morgan Buschur

1. Have tiered assignments for certain students to complete based on their needs.

2. Provide a choice board for students to choose an assignment(s).

3. Group with varying levels.

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Write down two to three good ideas for differentiating your PROCESS with students.