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Tailoring instruction to suit the needs of students in your class in order to provide suitable but challenging lessons.

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Tailoring instruction to suit the needs of students in your class in order to provide suitable but challenging lessons.

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Catering to the needs of individual students

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Catering to the needs of individual students

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Adjusting lessons to different learning styles and abilities.

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Adjusting lessons to different learning styles and abilities.

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In PE we provide different activites/equipment to students in order to cater to their abilities. W sometimes grouping strategies to help students learn. 

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In PE we provide different activites/equipment to students in order to cater to their abilities. W sometimes grouping strategies to help students learn. 

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Meeting students where there are and offering then choices where they can go next.

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Meeting students where there are and offering then choices where they can go next.

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Through questioning, differentiating activities so that they vary in difficulty.

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Through questioning, differentiating activities so that they vary in difficulty.

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Providing extra instruction to those who need it. Get more advanced students to help weaker ones, furthering their leadership ability.

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Changing or modifying the methods used to teach a student, or changing the goals or outcomes that are expected from that students learning.

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In band, students are provided different instruments to cater to their interests and physical abilities. Their music is provided in both hard and digital copies. To learn melodic and rhythmic reading, they are provided a multiple of learning platforms including Google Slides, Quizizz, Flipgrid, and Kahoot. In class, we go through the information as a group, and I walk around the group to answer individual questions while students practice their music on their instruments.

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In band, students are provided different instruments to cater to their interests and physical abilities. Their music is provided in both hard and digital copies. To learn melodic and rhythmic reading, they are provided a multiple of learning platforms including Google Slides, Quizizz, Flipgrid, and Kahoot. In class, we go through the information as a group, and I walk around the group to answer individual questions while students practice their music on their instruments.

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Big part of the art lesson is experimenting with different media, so it is differentiated/ personalized experience by nature of the subject.

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Big part of the art lesson is experimenting with different media, so it is differentiated/ personalized experience by nature of the subject.

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I have multiple rooms, allowing me to form break-out groups by ability or need.

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I have multiple rooms, allowing me to form break-out groups by ability or need.

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I use videos with viewing guides, audio listening exercises, and written activities to teach musical concepts.

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I use videos with viewing guides, audio listening exercises, and written activities to teach musical concepts.

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In middle school French, the goal is to improve in French - they come in at different level but most are beginners. Students have content choice based on interest (choice board activities for cultural understanding and books they will read) and level (app that lets them work at their French language level; choosing books at their level).

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In middle school French, the goal is to improve in French - they come in at different level but most are beginners. Students have content choice based on interest (choice board activities for cultural understanding and books they will read) and level (app that lets them work at their French language level; choosing books at their level).

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In middle school French, students work with others in homogeneous and heterogeneous groupings to be able to get peer support and to give peer support. We do activities based on listening, speaking, reading, THEN writing to follow the natural language learning method. We go through each of those steps during each unit and sometimes within a single lesson. We do a lot of actions at the beginning of a unit to help them access the content and make sense of it it. We listen to each other, the teacher, audio clips, authentic sources like videos and music.

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In middle school French, students work with others in homogeneous and heterogeneous groupings to be able to get peer support and to give peer support. We do activities based on listening, speaking, reading, THEN writing to follow the natural language learning method. We go through each of those steps during each unit and sometimes within a single lesson. We do a lot of actions at the beginning of a unit to help them access the content and make sense of it it. We listen to each other, the teacher, audio clips, authentic sources like videos and music.

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In Spanish we target the same content, but at a lower level and  we provide the students with aides are more tools for acheiving it.

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In Spanish we target the same content, but at a lower level and  we provide the students with aides are more tools for acheiving it.

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In Spanish we usedifferent tools for vocabulary and reading: Quizlet, Quizziz, vocabulary lists, games,etc..Differentiation is more visibe when we are using  real resources (native speakers on them); there, we help the struggling/special needs kids with pictures, special notes, coloured paper,etc..

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In Spanish we usedifferent tools for vocabulary and reading: Quizlet, Quizziz, vocabulary lists, games,etc..Differentiation is more visibe when we are using  real resources (native speakers on them); there, we help the struggling/special needs kids with pictures, special notes, coloured paper,etc..

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In Art, particularly the NCAS, there isn't a lot of emphasis placed on content. However, Art history is used to make connections with the processes and ideas students develop in their art making. As a result, we do not differentiate regularly apart from providing leveled options for responses.

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In Art, particularly the NCAS, there isn't a lot of emphasis placed on content. However, Art history is used to make connections with the processes and ideas students develop in their art making. As a result, we do not differentiate regularly apart from providing leveled options for responses.

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In IT I try to meet the students where they are. Students that are moving quickly can be provided with more involved programming tasks, while others may need to revisit foundational concepts. For some students I may have them submit a written set of steps describing what the code should do, instead of having them write the program itself.

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In IT I try to meet the students where they are. Students that are moving quickly can be provided with more involved programming tasks, while others may need to revisit foundational concepts. For some students I may have them submit a written set of steps describing what the code should do, instead of having them write the program itself.

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Assessing students doing the same activity according to their ability.

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Assessing students doing the same activity according to their ability.

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Positioning in games, different roles for different abilities. 

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Positioning in games, different roles for different abilities. 

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In band, I model how to play the instrument and do lots of "echo me" activities. I create videos of small sections within our music to aide students in their daily practicing. We do daily "Rhythm of the Day" activities where we count, sing, and clap the rhythm as a group, then play it through our instruments. Students are able to listen to one another to same sounding instruments in their section to match pitch and rhythm.

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In band, I model how to play the instrument and do lots of "echo me" activities. I create videos of small sections within our music to aide students in their daily practicing. We do daily "Rhythm of the Day" activities where we count, sing, and clap the rhythm as a group, then play it through our instruments. Students are able to listen to one another to same sounding instruments in their section to match pitch and rhythm.

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Flipgrid videos and in-person presentations to demonstrate musical proficiency.

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Flipgrid videos and in-person presentations to demonstrate musical proficiency.

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In band, students demonstrate their knowledge through playing quizzes and tests on Flipgrid. They also have an opportunity to perform during schools hours if they're uncomfortable using Flipgrid. The ultimate "final product" for band class is their concert. This is to showcase all notes, rhythms, and tone production they have made improvement in.

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In band, students demonstrate their knowledge through playing quizzes and tests on Flipgrid. They also have an opportunity to perform during schools hours if they're uncomfortable using Flipgrid. The ultimate "final product" for band class is their concert. This is to showcase all notes, rhythms, and tone production they have made improvement in.

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I use an online curriculum with video tutorials, example programs, and extensive documentation. I also model good practice and give live tutorials at the start of each class to show students what is expected.

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I use an online curriculum with video tutorials, example programs, and extensive documentation. I also model good practice and give live tutorials at the start of each class to show students what is expected.

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For many students the product is some form of digital artifact that the student produces. The type of artifact can be changed depending on the needs of the student.

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For many students the product is some form of digital artifact that the student produces. The type of artifact can be changed depending on the needs of the student.

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Teaching the same content in different ways depending on the abilities and needs of the student.

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Teaching the same content in different ways depending on the abilities and needs of the student.

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In French high school, I give the students the some lesson and then different exercises depending on their abilities to understand.

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In French high school, I give the students the some lesson and then different exercises depending on their abilities to understand.

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At the moment I do not have much flexibility in terms of environment. Students are free to use their own devices in class, or they can make use of the schools desktop computers in the lab.

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At the moment I do not have much flexibility in terms of environment. Students are free to use their own devices in class, or they can make use of the schools desktop computers in the lab.

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Cla

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I ask them to give me examples of what they understand and then when someone is making a mistake , I ask his friends to correct for him and sometimes even answer questions So it let me know their understanding and they can help each other.

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I ask them to give me examples of what they understand and then when someone is making a mistake , I ask his friends to correct for him and sometimes even answer questions So it let me know their understanding and they can help each other.

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Process is a vital part of learning in the art room. Students should engage in the process and gain skills. In order to differentiate the process, I have students complete skill based pre/mini-assessments to determine where their skill level is. This way I am able to plan stages for them to approach each project. 

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Process is a vital part of learning in the art room. Students should engage in the process and gain skills. In order to differentiate the process, I have students complete skill based pre/mini-assessments to determine where their skill level is. This way I am able to plan stages for them to approach each project. 

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The product is not something students only work on after understanding content and process. In Art the product is what they are working on continually, so they are "making the thing"; "refining the thing" and "reflecting on making the thing". Product is important, and I differentiate the product by providing for different outcomes within the rubric.

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The product is not something students only work on after understanding content and process. In Art the product is what they are working on continually, so they are "making the thing"; "refining the thing" and "reflecting on making the thing". Product is important, and I differentiate the product by providing for different outcomes within the rubric.

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There are many ways of evaluationg the products or semi products fro the main basic areas of languages. It is extremely important for us to give feedback and to really tailor the process.

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There are many ways of evaluationg the products or semi products fro the main basic areas of languages. It is extremely important for us to give feedback and to really tailor the process.

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Sometimes we mix levels for students to benefit from high levels and some other times, they work within their level. SN students are always welcome to participate wherever they feel comfortable.

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Sometimes we mix levels for students to benefit from high levels and some other times, they work within their level. SN students are always welcome to participate wherever they feel comfortable.

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Routines have proved to be useful for adaptation and respect is a must.

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In middle school French, students can do digital or analog final projects. They choose their own complexity level - to what level they can or want to push themselves in the final assessment.

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In middle school French, students can do digital or analog final projects. They choose their own complexity level - to what level they can or want to push themselves in the final assessment.

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In middle school French, students have lots of visual reminders on the walls in my room.

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In middle school French, students have lots of visual reminders on the walls in my room.

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Choice based learning- Getting them to choose how to display their information. Responses can be different depending on style.

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In English, students are given different leveled texts that cover the same content.

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In English, students are given different leveled texts that cover the same content.

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Seeing the end goal

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Creative Assessments with choice

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Non-assigned seats

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In English, students can use choice boards.

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In English, students can use choice boards.

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Sometimes I put students in groups depending on ability level.

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Sometimes I put students in groups depending on ability level.

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I use the gradual release model to demonstrate the skills students need. Students usually work independently on assignments, but will have a chance toward the end of the process to collaborate and share ideas. This allows them to see different perspectives.