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Teachers can make a content accessible to all students by making sure that they teach the material in a variety of ways.

I think as teachers we know this information but it is a struggle to teach all of the content in multiple ways and teach all of the content within the school year.  This often makes us make decisions about what is important and what we should teach in multiple ways and what we should teach in just 1-2 ways.

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It can be difficult to hit all styles of learning in a math lesson. It can be overwhelming to try and hit every style every day. However, I should strive to hit as many learning styles as I can within a chunk of lessons in the hopes that each student may connect with at least one thing.

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It is easy to get into a rut on how we deliver instruction to students. It is important for us to use different teaching styles, even if it is on different days.  Trying to hit them all in one day can seem nearly impossible.

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Whole group instruction is beneficial as long as it is limited in time and it is not the sole means of instruction. The teacher needs to incorporate other forms of instruction such as writing key words on the board in color and coming up with movement to help the students remember what is being taught.

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We as an ELA already instruct using a variety of modalities.  Kinesthetic is harder to do in classes of 37-38 as we have limited space in the room.  I think it is also important to teach your students HOW to collaborate effectively so you maximum productivity.  I have also implemented set times for different engaging activities to keep them on task and productively engaged.

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I think our PLC does a good job of incorporating different learning modalities into direct instruction. Students are given ample time to talk about literature and concepts discussed. I incorporate movement and drawings into our vocabulary every week.

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I try to incorporate auditory and visual modalities regularly because I know students benefit from seeing the ideas and hearing the ideas.  I also try to include drawings or doodles for difficult concepts that they struggle with like POV.    When possible students benefit greatly from a lesson that uses the I do, We do, you do model.

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Direct instruction is beneficial for students when multiple modalities of instruction are utilized in the classroom. Videos, visuals, anchor charts and focus on key vocabulary in creative ways assist students in comprehending new content in ELA. Turn & talk, jigsaw and assigning roles for meaningful tasks help increase student discourse during lessons as well.

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Direct instruction should appeal to different learning styles.  I feel that in ELA and Social Studies there are a variety of modalities that help bridge the gap and making more engaging for all students.  We use drawings and doodles to build connections through concepts and vocabulary but I can be more effective with this strategy.  We read aloud and listen to stories, watch historic videos to engage students allowing a representation of historic events and allow visual and auditory learners different ways to process information. Giving the students time to turn and discuss important information is necessary but students need to understand how to effectively communicate and have academic conversations and what they look like and be consistent in all classes.

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Drawing pictures even when you're not an artist can be helpful. Especially for word problems. Visualizing the problem on paper has helped my students see what to do in order to find the answer.

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As a PLC, we try to incorporate as many different learning modalities as possible into our instruction. Unfortunately, with class sizes as large as they are, it is hard to reach every students learning style.

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It is so easy to overlook the modes of instruction that do not match your personal learning styles. I do believe that whatever you do, there should be lots of processing time.

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I think as a PLC we all contribute different ideas that help us meet the needs of the different learners in our classrooms.   Unfortunately, life gets in the way.  Things like 33 students in a class and testing takes time out of our instruction to meet the needs of these students.

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I try to give "turn and talk" time to the kids so that they can hear the concept in their language. I do this in Math 1, but not so much in PA because I have difficulty trusting my inclusion kids with focus and comprehension.

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I think I have a good handle on presenting content in a variety of ways- auditory, direct instruction, digital games, video, music. I am not as strong in student talk and processing time.

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In the Science classroom it can be especially hard to meet the needs of all our diverse learners since we have a mixture of all levels in the room at the same time with just one teacher. Then add the challenge of a very large and diverse curriculum packed into a short time. As a PLC we strive to hit all our learners through games and interactive activities on the computer as well as station activities with manipulatives and hands on components.

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As a teacher who taught exclusively in title 1 schools before coming to MMS I am familiar with all of these strategies and have used them all. I have to admit that when I came to MMS in 2015 and for the last four years I have gradually stopped using some of the strategies like turn and talk and motion or signal word association . I haven't stopped using them because of any conscious effort but more so because they didn't seem to be needed as much by my students. But beginning with this year and the changes we have seen I can see that I really need to bring more of the strategies back into my instruction.

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In SS, it can be very challenging to be the "bridge" that connects learning with your most academically gifted student and at the same time be the "bridge" that connects with the students only reading on a second grade level. I try to address all learning styles (visual, auditory, kinesthetic, etc) and balance technology with paper.

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As an inclusion teacher, I believe we use a lot of the models discussed in the article to reach all the different types and styles of learners we have in our classrooms. The students need to take an active role in their learning as well.

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In science we strive to use many different modes in presenting material but this is more of an attempt to saturate the learning of concepts by presenting it several times and from different angles.

It has been shown that the concept of different types of learners (auditory, visual etc) is not based on science but that using multiple modalities to teach a concept is good for all learners. (sorry, I don't have references at the moment) Using a pallet of different teaching/learning modalities may not be so much a case of differentiation but is just good teaching and best practices that reaches and benefits the learning of all students.

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John Stroup says, "differentiated instruction recognizes that students are not the same and that access to equal education necessarily means that, given a certain goal, each student should be provided resources, instruction, and support to help them meet that objective."  When class sizes were much smaller and emotional issues were not as prevalent this was just a natural way of teaching.  I believe that social and emotional issues need to become part of the differentiation as well.

Sketch notes are very helpful as a form of annotation for ELA .

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In science, we are lucky that we have multiple options curriculum that we can utilize to differentiate our instructions. In science we have videos, interactives, hands on  activities,  primary source documents, images and audio that we can tie to each topic. In that way we can differentiate our direct instruction to all kinds of learners.

One method that can intertwine all of these options smoothly to our digitally submerged students is using sites like Nearpod. It's a great way to control the instructions while still provided a variety of methods.

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I think this is pretty basic teacher knowledge that we need to present material in a variety of ways. It's a way of making connections stronger for all learners. In the science classroom I think this is easily done. There are a variety of hands on, auditory, visual, and other things that can be done.

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Turn and talk is a great way to motivate students to be engaged. If they know they are going to have to verbalize a topic in several minutes, they will be more attentive in the lesson/lecture so they don't miss important information. In math, explaining a process or a vocabulary word out loud promotes learning.

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In science, there are a variety of ways to present the material. We are fortunate to be able to do a lot of hands on demonstrations that appeal to the kinesthetic learners. When that instruction is coupled with verbal and written material, it appeals to many more students all at once.
I would personally like to develop more strategies through literacy goals, as well as strategies to differentiate for my ELL students.

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Being my first year of teaching I am first hand learning and modulating strategies that work and discarding ones that don't. I have seen great improvement with presenting material through different venues which is received well by varied level learners. I try to practice the skill with my students numerous times and get my high flyers to help struggling learners and try to reward all learners alike for their efforts. I will continue to try to reach my students to achieve best learning experiences. 

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Being my first year of teaching I am first hand learning and modulating strategies that work and discarding ones that don't. I have seen great improvement with presenting material through different venues which is received well by varied level learners. I try to practice the skill with my students numerous times and get my high flyers to help struggling learners and try to reward all learners alike for their efforts. I will continue to try to reach my students to achieve best learning experiences. 

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I agree with the section labeled "show and tell" because it's important for students to hear and see important info especially instructions. And modeling is the best way for students to understand what your expectations are.

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"While valuable learning happens in differentiated small group instruction and with collaborative group work, differentiated whole group instruction can also be really impactful in making learning accessible and more engaging."

When I think of differentiation it immediately overwhelms me. The following sentence from this quote mentions, "it takes a small shift in thinking." This was really an encouraging way to begin this article for me. I took everything after that as a "small shift" instead of the big jump that I thought it would be. Using this article, I feel more prepared to differentiate as a whole class.