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Group Leader : Kaledeen Kaushal, HM, Patna Region 

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Group Leader : Kaledeen Kaushal, HM, Patna Region 

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Group Members

1. Sanjay Kr Patil, HM ,Mumbai region

2. Amit Kumar , HM , Patna region

3. Vandana Gupta,HM,Patna region

4. Yogendra Singh ,HM ,Patna region

5. Amrendra Kumar, HM, Patna region

6. Puneet Tiwari, PRT, Patna region

7. Rakesh Raj, PRT, Patna region

8. Suvi Saxena, PRT, Patna region

9. Shivanshu Kumar, PRT, Patna region

10.Kanchan ,PRT, Patna region

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1. C. Poddar

2. S. Lokhhande

3. Meera Parmar

4. Vishal

5. Ekta

6. Trilok chand

7. SUSHMITA MOHANTY

8. VARSHA KAPDIYA

9. MANVI

10. Sneha

11. MAKVANA MEHULKUMAR

12. VIJAY PARMAR

13. RUPALI

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TPS

•Jigsaw

•Checklists

•Peer Tutoring

•Role Playing

•Collaborative learning

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1. Mr. K. N. Soni, HM

2. Mr. T. P. Thakur

3. Mr. Ajit Mehar, PRT

4. Mrs. Neha Das

5. Mr. Gunjari Lal Sahu

6. Ms. Indu Chandel

7. Ms. Sakshi Tiwari

8. Ms. Ritu

9. Ms. Ritika

10. Mr. Ishan Sengar

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Shared reading materials

Technology integration

Arts-integrated learning

Sports-integrated activities

Rubrics and checklists

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Presentation of Process Differentiation 

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Presentation of Process Differentiation 

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Class -1

Subject- Hindi

Topic - फल (Fruits)

Objectives

1. Students learn the names of different fruits in Hindi.

2. Students practice reading and recognizing fruit names.

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Strategies Teachers Use:

*Flexible seating (beanbags, cushions, floor mats)

*Choice of where to sit or work

*Calm-down corner for emotional regulation

*Visual cues, timers, and noise-level charts

*Organized, labeled materials for easy access

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Environment Differentiation tool for Technology Assisted

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Environment Differentiation tool for Technology Assisted

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Online learning platforms, Digital boards, Youtube

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What it is about ?

Environment Differentiation refers to modifying the learning space, resources, or atmosphere so that every student feels comfortable, engaged, and supported in their learning journey.

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Environment Differentiation tool for Different Grouping

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Environment Differentiation tool for Different Grouping

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1. Flexible Seating

2. Work Zones

3. Classroom Management:

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Leader:

Ms. Monita Gupta HM (Jaipur region)

Members:

1. Mr. Vishal HM (Ahemdabad region)

2. Mr.Manoj kumar HM (Jaipur region)

3. Ms.Preeti Soni HM(Jaipur region)

4. Ms Reena Goel HM (Jaipur region)

5. Mr. Mukesh Kumar (PRT)

6. Mr. Sandio Sudhakar Pode(PRT)

7. Mr. Mahendra Kumar (PRT

8. Mr. Punit Tiwari PRT

9. Mr Ved Prakash Chanda

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TPS •Jigsaw •Checklists •Peer Tutoring •Role Playing •Collaborative learning

Peer Tutoring

Topic- Healthy and Unhealthy Food

Class 3

Sub-TWAU

Objectives of Teaching Healthy and Unhealthy Food

## Primary Objectives

1. Knowledge Acquisition: Students understand the difference between healthy and unhealthy foods.

2. Healthy Habits Development: Students develop healthy eating habits and lifestyle choices.

3. Critical Thinking: Students critically evaluate food choices and their impact on health.

## Secondary Objectives

1. Awareness of Nutrition: Students understand the importance of nutrition for growth and development.

2. Food Classification: Students can classify foods into healthy and unhealthy categories.

3. Informed Decision Making: Students make informed decisions about their diet and lifestyle.

## Learning Outcomes

1. Students can identify healthy and unhealthy foods.

2. Students understand the benefits of healthy eating.

3. Students develop critical thinking skills to make informed food choices.

By achieving these objectives, students can develop a strong foundation for a healthy lifestyle.

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Sub-MATHS

TOPIC-SHAPES

Objective -

Tailored Assignments-

1.Drawing and painting

2.Joining shapes

-> students will join different shapes(3D) to make an object.

For instance-

Jaya is building a rocket with her shapes.

What shapes has she used?

How many of each?

3. Students will make blocks with their notebooks and then count the faces and edges

4.create different 3d shapes model

Expectations from students -

1. Students can identify the 3D shapes. Students will join the shapes(objects) as per their previous knowledge.

2. They can learn about different shapes and prepare different models using 3D shapes.

3. They will learn faces and edges with the use of 3D shapes.

4. Show can prepare different model as per their knowledge and imagination.

Different roles-

Different audiences -

1.

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Tool used- Peer tutoring

1. Peer Support: Pair students with peers who can assist and support.

2. Flexible Grouping: Group students based on needs and abilities.

3. Positive Reinforcement: Encourage and praise students for their efforts.

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Task Allotted - Product Differentiation 

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Task Allotted - Product Differentiation 

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PRESENTATION OF ENVIRONMENT DIFFERENTIATION 

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PRESENTATION OF ENVIRONMENT DIFFERENTIATION 

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CLASS - 1

SUBJECT - ENGLISH

TOPIC - PHONICS, SOUNDS OF JOLLY PHONICS GROUP 1 (s t a p i n)

Objectives -

1. Students learn the sounds of given letters.

2. Identifies the objects with the initial sounds.

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1. Buddy System: Pair students with peers who can assist and support.

2. Peer-Led Discussions: Have students lead discussions on healthy and unhealthy foods.

3. Puzzle Partners: Pair students to work on puzzles related to food groups.

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1. Food Sorting Game: Students work in pairs to sort foods into healthy and unhealthy categories.

2. Healthy Plate Creation: Students work together to create a healthy plate model.

3. Food Vocabulary Building: Peers help each other learn vocabulary related to food.

4.Role play

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1. Social Skills Development: Encourages teamwork and communication.

2. Confidence Building: Supports students in developing confidence in their abilities.

3. Inclusive Learning: Fosters an inclusive learning environment.

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Content Tools for Environment Differentiation":

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Content Tools for Environment Differentiation":

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I. Tools for Varying Content Complexity & Depth:

• Leveled Texts & Readings:

o Multiple versions of the same text: Simplified versions, grade-level versions, advanced versions.

o High-interest, low-readability materials: Engaging topics written at an accessible reading level.

o Annotated texts: Providing definitions, background information, or guiding questions for challenging passages.

o Abridged or excerpted content: Focusing on key information for some students.

• Tiered Assignments & Tasks:

o Core activities with varying complexity: All students engage with the same concept, but at different cognitive levels (e.g., recall, analyze, evaluate).

o Challenge activities/extensions: For students who have mastered the core content.

o Remediation activities: Targeted practice for students needing more foundational support.

• Curated Content Resources:

o Diverse sources: Textbooks, primary sources, articles, videos, documentaries, podcasts, reputable websites, historical documents.

o Curated resource libraries: Organized collections of materials tagged by complexity, topic, or learning style.

o Expert interviews/guest speakers: Bringing in real-world perspectives on content.

• Manipulatives & Hands-on Materials:

o Concrete models: Physical representations of abstract concepts (e.g., math blocks, molecular models, maps).

o Science experiment kits: Allowing for direct interaction with scientific phenomena.

o Building materials: For constructing representations of content (e.g., historical dioramas, ecological systems).

II. Tools for Differentiating Content Modalities & Presentation:

• Visual Content Tools:

o Graphic Organizers: KWL charts, Venn diagrams, concept maps, flowcharts, timelines to structure information.

o Infographics & Visual Summaries: Presenting complex data or concepts in an easily digestible visual format.

o Videos & Animations: Explaining concepts visually and audibly (e.g., educational YouTube channels like Crash Course, TED-Ed).

o Digital Image & Photo Libraries: For visual learners and to support vocabulary development.

o Interactive Maps & Globes: For geographical and historical content.

• Auditory Content Tools:

o Audiobooks & Podcasts: Offering content in an auditory format for auditory learners or those with reading difficulties.

o Text-to-Speech Software: Converting written content into spoken words.

o Recorded Lectures/Mini-Lessons: Allowing students to re-listen to explanations at their own pace.

o Sound clips/Music: Relevant to the content (e.g., historical speeches, environmental sounds).

• Interactive & Digital Content Tools:

o Adaptive Learning Software: Programs that automatically adjust content difficulty and type based on student performance (e.g., personalized reading programs, math fact practice).

o Simulations & Virtual Labs: Allowing students to explore and manipulate content in a digital environment (e.g., virtual dissection, physics simulations).

o Online Encyclopedias & Research Databases: Providing vast amounts of information accessible through search functions.

o Interactive Whiteboards & Apps: For dynamic presentation and manipulation of content by students.

o Web-quests: Guided online inquiries that direct students to specific content resources.

III. Tools for Promoting Student Choice & Interest in Content:

• Choice Boards/Learning Menus:

o "Tic-Tac-Toe" boards: Offering various activities (covering different learning styles/intelligence) for students to choose from.

o "Restaurant Menus": Appetizers (foundational), Entrees (core), Desserts (extensions) for content engagement.

• "Must Do, Can Do" Lists: Clearly delineating essential content tasks from optional enrichment activities.

• Interest Surveys: To gather information on student passions and integrate relevant content where possible.

• Open-ended Prompts & Projects: Allowing students to explore aspects of content that genuinely interest them.

• Project-Based Learning (PBL) Scaffolds: Resources that guide students through open-ended investigations of real-world content.

IV. Tools for Supporting Content Access & Comprehension:

• Vocabulary Support Tools:

o Word Walls (visual and text-based): Displaying key vocabulary.

o Picture dictionaries/Glossaries: Providing visual and textual definitions.

o Frayer Models: Graphic organizers for deep vocabulary understanding.

o Online dictionaries with audio pronunciation.

• Reading Comprehension Tools:

o Highlighting tools (physical or digital): For identifying key information.

o Note-taking templates: Guiding students on what information to record.

o Question stems/prompts: To guide critical thinking about content.

• Assistive Technology for Content Access:

o Screen readers: For students with visual impairments.

o Speech-to-text software: For students who struggle with typing.

o Magnifiers: For enlarging text.

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Differentiated choices of Connectivity with learners 

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Differentiated choices of Connectivity with learners 

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V- Visual - वͧभिन्न फलों के चित्र देखकर आकार का अनुमान लगाएंगे ( जैसे - संतरा - गोल आकार )

A - Auditory - फलों पर कविता सुनेंगे ( अध्यापिका के द्वारा / यूट्यूब के माध्यम से )

R - Read / Write फलो के नाम व उनके रंग लिखेंगे

K - Kinesthetic- perform role plays and enthusiastically perform group work.

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1. Train Peer Tutors: Provide guidance on supporting differentially abled students.

2. Encourage Patience: Foster a patient and supportive environment.

3. Monitor Progress: Regularly check in on student progress and provide feedback.

By incorporating peer tutoring, we can create a supportive and inclusive learning environment for differentially abled students.

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Topic - Shapes Around us

Assignment - 1) Find out the flat faces and edges of 3 D shapes

2) Making 3D shapes posters with their names.

3) Make PPT of 3D shapes with real life objects.

4) Make a number of designs using 5 pieces ,7 pieces tangram.

Varied levels of expectations -

1) some students will use 3 D shapes to find out flat faces and edges.

2) Some students will find out the same with abstract image.

3) some students will find out with both.

4) Confusion in identifying Prism and pyramid .

Different roles in presentation -

1) Various types of presentation will be there like in model form, drawing form, notebook work, using blocks and PPT

2) Counting edges/corners of articles like books, geometry box etc.

Different Audience

Assessment by different modes

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Benefits and Assessment of Process Differentiation 

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Benefits and Assessment of Process Differentiation 

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Benefits

1. Promotes collaboration and teamwork.

2. Encourages active learning and participation.

Assessment

1. Observe students during group work and assess their ability to recognize and read fruit names in Hindi.

2. Ask them to colour different fruits over their worksheet.

3. Let them perform role play on their favourite fruits ( with props)

4. Ask them to create 2-3 rhyming lines over any fruit.

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Mumbai Region

Mr Sanjay Kumar Patil

Mr N sahare

Mrs Nutan Singh

Ms. Bhawna

Mr Hemant Chavhan

Mrs. Suman Saha

Mrs Anita Paul

Mrs Silvina Moniz

Ms Azley Alisha Shamim

Content differentiation

Class : class 3

Subject:- TWAU

Topic : Family and friends

Learning Objective:

Students names different types of families, relationships, and expresses how friends and family support us.

Differentiated Content Activities

Group Activity Materials

Emerging Learners

Cut & paste pictures of family members into a family tree

Printed pictures, glue, family tree template

One-on-one support, visuals, verbal instructions

Developing Learners

Read a short story: “Me and My Family” and answer 3 simple questions

Story cards with large font

Peer reading support, highlighted keywords

Fluent Learners

Interview a friend and write 3 lines about their family Interview sheet, pencils

Challenge: Write what is same/different in both families

Extension/Choice Activity (For All)

Make a “Friendship Flower”: write a friend's name on each petal and one reason they’re special.

Share in a circle time to build emotional connection.

Assessment

Observation checklist (participation, communication, effort)

Completed activity sheets

Oral sharing and confidence level

Human Touch

Begin with a personal story or photo of your own family.

Use soft background music during work time.

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TAILORING PHONICS ACTIVITIES FOR ENVIRONMENT DIFFERENTIATION 

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TAILORING PHONICS ACTIVITIES FOR ENVIRONMENT DIFFERENTIATION 

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Indoor Activities

1. Word Building: Use magnetic letters or letter tiles to build words.

2. Phonics Games: Engage students with phonics-based board games or card games.

3. Reading Aloud: Practice reading phonics-rich texts aloud.

Outdoor Activities

1. Scavenger Hunt: Create a scavenger hunt with words or sounds to identify.

2. Nature Walk: Point out words or sounds in nature (e.g., signs, labels).

3. Outdoor Word Building: Use sidewalk chalk or large letter cards.

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1. Tactile Food Models: Create tactile models of healthy and unhealthy foods.

2. Braille Labels: Use Braille labels to identify food models or pictures.

3. Audio Descriptions: Provide audio descriptions of food pictures or models.

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For Auditory Children (Deaf or Hard of Hearing)

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For Auditory Children (Deaf or Hard of Hearing)

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1. Visual Aids: Use visual aids like pictures, videos, or sign language.

2. Storytelling: Use storytelling with visual supports to teach about healthy eating.

3. Sign Language: Incorporate sign language into lessons.

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1. Adaptive Games: Create adaptive games like food sorting or matching.

2. Multisensory Approach: Use a multisensory approach to engage different senses.

3. Assistive Technology: Utilize assistive technology like tablets or apps.

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1. Food Sorting Game: Hands-on activity to sort healthy and unhealthy foods.

2. Cooking or Food Prep: Engage in cooking or food preparation activities.

3. Food-themed Crafts: Create food-themed crafts.

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KWL Chart Activity: Healthy and Unhealthy Food

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KWL Chart Activity: Healthy and Unhealthy Food

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K (What I Know)

1. Students list foods they consider healthy (e.g., fruits, vegetables).

2. Students list foods they consider unhealthy (e.g., junk food, sugary snacks).

W (What I Want to Know)

1. What are the benefits of eating healthy foods?

2. How can I make healthier food choices?

3. What are some unhealthy foods to avoid?

L (What I Learned)

1. Students reflect on what they learned about healthy and unhealthy foods.

2. Students discuss how they can apply their knowledge to make better food choices.

Extension Ideas

1. Food Classification: Have students classify foods into healthy and unhealthy categories.

2. Healthy Meal Planning: Ask students to create a healthy meal plan.

3. Food Label Analysis: Have students analyze food labels to identify healthy and unhealthy ingredients.

By using the KWL chart, students can engage with the topic and reflect on their learning.

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1. *Group Formation*: Divide students into small groups of 4-5.

2. *Assigning Roles*: Each group member gets a different fruit card (e.g., आम, सेब, केला, etc.).

3. *Expert Groups*: Students with the same fruit card meet in expert groups to learn and discuss.

4. *Sharing*: Each student returns to their original group and shares what they learned.

youtube link https://youtu.be/v6T6PLf0Fp8?si=jiWajjY7ZqrWdWTc