# data[].attributes.attachment_link.title
PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

# data[].attributes.attachment_link.description
PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

# data[].attributes.attachment_link.readable_text
English
French-language content for this topic on Alberta.ca is currently being developed. Information will remain available on the Alberta Education website until this is complete.

Français
La page correspondante en français est en cours de préparation sur le site Web Alberta.ca. Pendant cette période de transition, l'information qu'elle contient demeure disponible sur le site Web du ministère de l'Éducation.

Overview

Planning instruction that acknowledges and honours diversity means thoughtfully selecting instructional supports that maximize student achievement.

A classroom is a community of learners, each with unique learning preferences, interests, strengths, needs and potential.

Teachers use effective instructional practices and strategies to support student engagement, achievement and success.

Examples of instructional supports for teachers include differentiated instruction, the use of technology and the selection of learning and teaching resources.

Instructional strategies and refugee support
Building Hope: Refugee Learner Narratives Instructional Strategies and Supports
Differentiation

Differentiated instruction is a philosophy and an approach to teaching in which teachers and school communities actively work to support the learning of all students through strategic assessment, thoughtful planning and targeted, flexible instruction.

The key idea of differentiated instruction is that all students can learn, in their own ways and in their own time. Making a commitment to a more differentiated classroom does not mean starting over, but rather building on current best instructional practices in an explicit, intentional, focused and systematic manner.

Most teachers naturally incorporate elements of differentiated instruction to some degree in their classrooms every day.
Making a Difference (2010)
Individualized Program Plan (IPP)

Students are at the center of the IPP and Individual Student Profile (ISP) process. When the focus is on students' individual strengths, needs and participation, the IPP/ISP process can provide many benefits for all partners.

Individualized Program Plans and Instructional Support Plans

An effective, student-focused IPP/ISP process can:

encourage well-articulated instructional and assessment plans

increase understanding of individual students' learning needs and strengths

enhance communication between teachers, parents and students

help students build the skills and knowledge they need in order to be effective self-advocates and participants in their own learning

help create a long-term plan that can assist families with transitions and future planning

Template types

Alberta Education has provided optional templates that can be used for students identified with special education needs:

Template A (for students with learning disabilities, mild cognitive disabilities, and/or working one to three years below grade-level expectations).

Template B (for students with moderate or severe cognitive disabilities requiring individual goals).

Template C (for students who are gifted and require additional challenge).

IPP templates

Template A

Template A - Division 1 (grades 1-3) (PDF, 1.0 MB)

Template A - Division 2 (grades 4-6) (PDF, 1.1 MB)

Template A - Division 3 (grades 7-9) (PDF, 1.0 MB)

Template A - Division 4 (grades 10-12) (PDF, 1.0 MB)

Template B

Template C

Template C - Grades 4-9 (PDF, 1.9 MB)

Template C - Grades 10-12 (PDF, 1.9 MB)

Learning coaches

Learning coaches are teachers who are knowledgeable about inclusion and the Alberta Program of Studies. They are also skilled at teacher collaboration and sharing promising practices.

Learning coaches work as part of a learning support team to build the capacity of the school and work side-by-side with teachers to improve instruction and design learning experiences that are accessible, effective and engaging for all students.

Alberta Education has created a number of documents and videos exploring the potential role of Learning Coaches in Alberta.

Resources
The Learning Coach in Alberta Schools Learning Coaches Literature Review Exploring School-based Learning Coaches in Alberta
Instructional supports: learning coaches

A 4-part video series about learning coaches in Alberta.

Coaching to support inclusion
Coaching to Support Inclusion: A Principal's Guide, an Alberta Teachers' Association publication
Transitions

Transitions are any events that result in changes to relationships, routines, expectations or roles. Although they are a normal part of life, these changes can be difficult for students.

School transition strategies are purposeful, coordinated, and outcomes oriented approaches designed to help students successfully move from home to school to post-secondary education or employment.

This planning is ongoing and begins at the start of each new school year and evolves throughout the year.

Effective planning for transition is:

Thoughtful and deliberate

Collaborative

Comprehensive in scope

The probability of successful transitions increase when school communities work together to coordinate school transition support strategies.

Resources
Managing School Transitions
Planning for Transitions (PDF, 189 KB)
Transitions for First Nations, Métis and Inuit Students Transition Planning for Students with Disabilities
Behaviour support

Behaviour issues in schools can have an impact on learning, instruction and positive school climate.

Some students, for a variety of reasons, may not understand acceptable social behaviour and be unable or unwilling to meet the school's behavioural expectations.

Positive behaviour supports is a school-wide collaborative effort to design and implement strategies, practices and interventions for promoting positive social and communication skills.

Response to intervention (RtI) is a systematic way of providing evidence-based supports to students.

Assistive technology

Assistive Technology for Learning (ATL) is a subset of a broad range of technologies that enhance students' learning.

ATL is defined as the devices, media and services used by students to actively engage in learning and to achieve their individual learning goals.

Like other technologies, ATL ranges from simple tools to complex systems. It could be as simple as providing a pencil grip for writing or as complex as a computer with software for reading and learning.

ATL is directly related to the delivery of learning outcomes in the Alberta programs of study.

In practice, all technology can be described as assistive technology-it assists everyone in doing something better, easier or faster.

Resources

Infusing Assistive Technology into the Individualized Program Plan Process (PDF, 346 KB)
Educational Change Learning Technologies

# data[].attributes.attachment_link.description
English French-language content for this topic on Alberta.ca is currently being developed. Information will remain available on the Alberta Education website until this is complete. Français La page correspondante en français est en cours de préparation sur le site Web Alberta.ca. Pendant cette période de transition, l'information qu'elle contient demeure disponible sur le site Web du ministère de l'Éducation.

# data[].attributes.attachment_link.description
We could not find the page you requested on Alberta.ca.

# data[].attributes.attachment_link.description
We could not find the page you requested on Alberta.ca.

# data[].attributes.attachment_link.description
We could not find the page you requested on Alberta.ca.

# data[].attributes.attachment_link.provider_name
Canadian Association of the Deaf - Association des Sourds du Canada

# data[].attributes.attachment_link.title
Education - Canadian Association of the Deaf - Association des Sourds du Canada

# data[].attributes.attachment_link.description
The issue What is the best approach and the best environment for the education of children who are deaf? Our position Deaf children have a right to, and a need for, Sign language as a language of instruction, regardless of whether they are mainstreamed in regular schools or enrolled in provincial schools for the Deaf.

# data[].attributes.attachment_link.provider_name
Canadian Association of the Deaf - Association des Sourds du Canada

# data[].attributes.attachment_link.title
Education - Canadian Association of the Deaf - Association des Sourds du Canada

# data[].attributes.attachment_link.description
The issue What is the best approach and the best environment for the education of children who are deaf? Our position Deaf children have a right to, and a need for, Sign language as a language of instruction, regardless of whether they are mainstreamed in regular schools or enrolled in provincial schools for the Deaf.

# data[].attributes.attachment_link.readable_text
ADHD in the Classroom

For detailed information on ADHD in the classroom and educational events on ADHD, please visit the Centre for ADHD Awareness, Canada (CADDAC) website at www.CADDAC.ca

Education Oriented Resource

For direct links to education-specific documents and information on the CADDAC website, please access the list at the bottom of this page.

What is ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a diagnosis classified according to the Diagnostic and Statistical Manual of Mental Disorders - 5th Edition (DSM-5). To diagnose ADHD we look at three symptoms: inattention, hyperactivity and impulsivity. These symptoms must be at a level that causes significant impairment for the child, adolescent or adult for the disorder to be diagnosed. The occurrence of these three symptoms determines the type of ADHD diagnosed. Children and adults who have hyperactive and impulsive symptoms are referred to as ADHD, primarily hyperactive-impulsive subtype; those who exhibit mainly inattention are referred to as ADHD, primarily inattentive subtype (often still referred to as ADD); and those who have all three symptoms are referred to as ADHD, combined subtype. This is the type diagnosed most often.

Attention Deficit Hyperactivity Disorder is the most common psychiatric disorder diagnosed in children. It affects 5-9% of school-aged children. Approximately 8-10% of males and 3-4 % of females under the age of 18 years have ADHD. For those with ADHD in childhood, the symptoms will continue to be severe enough to qualify for a diagnosis in 80% of adolescents and in over 50% of adults the core symptoms will continue to cause impairment. Although there are some differences in symptoms and the occurrence of related disorders between males and females, the impact of the disorder on patients and their families is fairly consistent.

ADHD is not caused by - or a result of - external factors such as inadequate or "bad" parenting, socioeconomic factors or lazy, defiant or unmotivated children. It is not caused by a "bad" diet, insufficient exercise or too much time in front of the TV. Like any other mental or physical illness, ADHD can be exacerbated by any of these things but they do not cause ADHD.

The symptoms and subtypes of ADHD and associated disorders change dramatically throughout the life cycle. Hyperactivity and impulsivity may decrease as patients get older but the demands on their attention and other thinking skills may increase. Due to this, the primarily inattentive subtype of ADHD may not have been diagnosed in childhood, because symptoms are not as easy to spot as in the other subtypes, but may become more obvious in adolescence or adulthood. Many of these patients are females, which suggests that the prevalence rates may be higher in females during childhood than we previously recognized.

Students with ADHD can be a challenge for teachers to understand. Since they can present with a wide variety of symptoms, it is impossible to use one or even several profiles for these children. The ADHD student is easily recognized as the hyperactive boy who is easily distracted and unable to complete his work, but is often missed as the quiet girl at the back of the class who is anxious and obsessive about her schoolwork. Both of these children may have ADHD but present quite differently and would be diagnosed with different subtypes.

ADHD is a problem with the regulation of attention, not just a problem with inattention. The student with ADHD can also present as over-focused, especially when he or she is involved with something they find interesting. They are unable to refocus their attention from this activity to another, even though they know that they should. The student's inattention may also fluctuate frequently throughout the day or from day to day. They may be able to focus on their math one day and be unable to be productive at all the next day. These students are often the only ones that are punished for their successes. We saw them pay attention and get their work done yesterday, so they must "just be lazy and not trying" today.

Students with ADHD often present with learning disabilities and other comorbid conditions such as anxiety, depression or other neurological and mental health disorders. For a comprehensive assessment, a complete physical exam should be done, a detailed psycho-educational assessment should take place, and a thorough assessment for ADHD by a physician should always occur. The reports on these tests should contain detailed recommendations in order for a complete and accurate educational profile to be developed. Some of the most common difficulties students with ADHD exhibit in the classroom are central auditory processing disorder (CAP disorder), graphomotor disorder, executive functioning disorder, delayed processing speed and reduced written output. Since all of these conditions are separate learning disorders, any indication of these disorders would definitely warrant further investigation through CAP disorder and psychoeducational testing.

# data[].attributes.attachment_link.description
For detailed information on ADHD in the classroom and educational events on ADHD, please visit the Centre for ADHD Awareness, Canada (CADDAC) website at www.CADDAC.ca For direct links to education-specific documents and information on the CADDAC website, please access the list at the bottom of this page.

# data[].attributes.attachment_link.readable_text
OCD is like an unwelcome guest with bad manners. It moves into a mind - and it doesn't want to leave.
Students with OCD may appear to be daydreaming, distracted, disinterested, or even lazy. They may seem unfocused and unable to concentrate. But they are really very busy focusing on their nagging urges or confusing, stressful, and sometimes terrifying OCD thoughts and images. They may also be focused on completing rituals, either overtly or covertly, to relieve their distress.

While frustrating to educators, OCD may be torture for the students who have it. This disorder may be difficult to identify because its observable symptoms are similar to other conditions and mental disorders, and mental rituals cannot be observed. Symptoms in children and adolescents can change over time, and they tend to wax and wane for no apparent reason. School personnel who have a good understanding of the variety of behaviors that may signal OCD are better equipped to initiate a plan to assist the student.

The Effect of OCD on Academic Performance

Even very bright and motivated students can struggle with OCD. Although students with OCD typically have average to above-average intelligence levels, they may be unable to learn the same way others do because their focus is frequently on their obsessions or compulsions. Depending on the severity of the symptoms, some students find it difficult to learn and, for some, it's almost impossible to concentrate on and complete schoolwork.

Although they want to pay attention, participate in discussions or presentations, study, and complete homework, they feel compelled to respond to their obsessions or urges.

Students who have untreated OCD re likely to have a very difficult time concentrating in the classroom and completing homework assignments. They may experience overwhelming anxiety or strong urges, possibly describing the feeling of mounting anxiety or intensifying urges as if they were a rising volcano or a tea kettle about to boil - and relief comes when the pressure is released. Unfortunately, the release is usually a compulsive behavior that may be disruptive to learning and possibly to the classroom.

It may not be long before the student who has OCD falls behind and sees a drop in grades. In some cases, academic performance deteriorates abruptly and dramatically. And it may be nearly impossible to catch up unless a student can learn to manage the symptoms. For these reasons, it's important that school personnel take OCD seriously and work with the student and the family to provide support.

What Does OCD Look Like at School?

A student may enter a classroom at the beginning of the school year with a diagnosis of OCD, or the disorder may develop later. Whenever a student begins to falter - academically, socially, or emotionally - educators need to intervene. A proactive approach can make an impressive difference in a student's coping ability, academic performance, and interpersonal capabilities.

The first step is being aware of the behaviors that can signal OCD. The disorder includes a wide variety of symptoms in children and adolescents, which are not always obvious. It is important to keep in mind that OCD symptoms can look like other disorders, so it is critical that a mental health specialist trained in OCD and related disorders conduct a diagnostic assessment OCD can be confused for symptoms of ADHD and anxiety disorders, as well as acting out" or misbehavior not associated with a neurobiological disorder. Also, OCD changes in nature or scope from one set of obsessions and compulsions to another, with differing behaviors, and symptoms can worsen and or seem to disappear, often for no obvious reason.

Common Symptoms of OCD at School

Below are common OCD symptoms of children and adolescents in school.

Obsession: Fears of germs or contamination
Compulsions
* Repeatedly washing hands, using antibacterial wipes or hand-sanitizer
* Protecting what is perceived as clean space -- personal desk, locker, or other property
* Avoiding touching surfaces that others may have touched, such as doorknobs, desks, shared supplies, lab tables or equipment, computer keyboards, paints, paste, soap, cafeteria trays, etc.
* Avoiding contact play or sports either because of a fear of catching a disease or fear of contaminating another student
* Avoiding the use of bathrooms
* Seeking reassurance that they or others are not sick or dirty
* Refusing to share items or supplies with others
* Refusing to eat in the cafeteria
* Avoiding certain products because they may contain poison, such as substances used in chemistry

Obsession: Fears that harm, illness, or death, will befall oneself or others; fear of causing harm to oneself or others, including violent or aggressive obsessions (Note: People with OCD who have violent or aggressive thoughts do not have a history of violence or act upon these urges or ideas.)
Compulsions
* Checking behavior, such as making sure doors or windows are locked or turning light switches on and off repeatedly
* Reading a paragraph over and over again to prevent harm from coming to a loved one, another person, or a pet.
* Asking the teacher for reassurance that the student is safe
* Avoiding leaving a perceived safe zone (classroom); avoiding going into unsafe zones (lunch or recess areas) or open spaces such as a gymnasium
* Unreasonable avoidance of peers, teachers, for fear of causing them harm

Obsession: Fears that harm, illness, or death, will befall oneself or others; fear of causing harm to oneself or others, including violent or aggressive obsessions ( Note: People with OCD who have violent or aggressive thoughts do not act upon these urges or ideas OR have a history of violence.)
Compulsions
* Checking behavior, such as making sure doors or windows are locked or turning light switches on and off repeatedly
* Reading a paragraph over and over again to prevent harm from coming to a loved one, another person, or a pet.
* Asking the teacher for reassurance that the student is "safe"
* Avoiding leaving a perceived "safe" zone (classroom); avoiding going into "unsafe" zones (lunch or recess areas) or open spaces such as a gymnasium
* Unreasonable avoidance of peers, teachers, for fear of causing them harm

Obsession: Fears, feelings, or urges related to numbers
Compulsions
* Counting, touching, or saying words a certain number of times due to believing in a magical significance to certain numbers or using those numbers to keep harm away; counting the number of steps between locations and having to start over if interrupted
* Touching objects a certain number of times; not being able to move on unless this touching has been accomplished
* Reading words or pages a certain number of times
* Going back and forth through doorways a certain number of times before it's OK to enter the room
* Avoiding using certain numbers that are perceived as unlucky or not safe; only using numbers that are perceived as safe or lucky. (math problems may be answered improperly, pages may not be read or pages may be numbered out of sequence )

Obsession: Fears, feelings, or urges related to discarding items because something bad will happen; feelings of incompleteness if something is discarded or the need document and preserve all life experiences; fears of contamination; need to buy items in multiples of a particular number; not discarding objects to avoid repetitive rituals such as washing or checking. (Note: This form of hoarding is related to the obsessions and compulsions of OCD and is distinct from hoarding disorder.)
Compulsions
* Saving scraps of paper, candy wrappers, bottle caps, broken items, or other useless items; inability to part with unneeded things
* Keeping books, toys, food, school papers, clothing, or other items for fear that they might be needed sometime in the future
* Buying every item in a store that one has touched (and therefore contaminated) to prevent others from being contaminated
* Accumulating items or objects in a particular area (desk drawer) because they are contaminated and cannot be touched
* Buying multiples of the same item (buying three of everything because it's a magic number)

Obsession: Scrupulosity, or the excessive fear of violating religious or moral rules
Compulsions
* Apologizing or confessing that something is wrong, such as breaking religious, classroom, or school rules
* Constantly seeking reassurance that a task has been completed right or perfectly; seeking affirmation that a mistake was not made
* Saying prayers a certain number of times; excessive praying to atone for being bad; repeatedly confessing perceived sins or bad behavior
* Repetitive praying, confessing to neutralize or undo bad thoughts, intrusive sexual thoughts, or visions of cursing or blaspheming in school or church
* Avoiding answering questions for fear of telling a lie

Obsession: Fears, feelings, or urges related to symmetry or order
Compulsions
* Constantly evening up books or other items on a shelf or desk; aligning edges to be even
* Rearranging items to be in a certain order, such as by color or alphabetical order
* Avoiding a room with square tiles because seeing the tiles would require tracing each of the edges visually
* Fears, feelings, or urges related to sexual content
* Seeking reassurance that one is not gay or lesbian, despite being heterosexual
* Excessive praying to atone for having inappropriate sexual thoughts or images
* Avoiding magazines, books, DVDs, websites, or other media for fear of seeing sexual content

Obsession: Excessive doubting or dread of uncertainty
Compulsions
* Constantly rechecking to see that everything is in a backpack or book bag
* Asking to leave the classroom to recheck a locker or its contents
* Avoiding a school locker to prevent checking the lock over and over again

Obsession: Fears, feelings, or urges related to having something just right or perfect
Compulsions
* Getting up and sitting down repeatedly at a desk, until feeling just right
* Repeatedly revising the way letters, words, or numbers are written to make them look just right; getting stuck rewriting the same letter or word
* Repeatedly filling in circles on answer sheets; getting stuck on one or two questions because too much time is spent carefully filling in the circles, erasing, refilling until it looks perfect
* Erasing and rewriting words over and over
* Extreme slowness with activities or school work until everything is just right
* Repeating various actions for no apparent reason
* Avoiding a hallway until walking in it until it feels just right

# data[].attributes.attachment_link.description
OCD is like an unwelcome guest with bad manners. It moves into a mind - and it doesn't want to leave. Students with OCD may appear to be daydreaming, distracted, disinterested, or even lazy. They may seem unfocused and unable to concentrate.

# data[].attributes.attachment_link.description
Browse Educational Resources. Award winning educational materials designed to help kids succeed. Start for free now!

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.attachment_link.title
20 Differentiated Instruction Strategies and Examples [+ Downloadable List]

# data[].attributes.attachment_link.description
As students with diverse learning styles fill the classroom, many teachers don't always have the time, or spend additional hours to plan lessons that use differentiated instruction (DI) to suit students' unique aptitudes.

# data[].attributes.attachment_link.readable_text
Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York: Basic Books.

Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. ED 403 245.

Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998). Teaching triarchically improves student achievement. Journal of Educational Psychology, 90(3), 374-384. EJ 576 492.

Tomlinson, C. (1995). How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. ED 386 301.

Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development. ED 429 944.

Vygotsky, L. (1986). Thought and Language. Cambridge, MA: MIT Press.

Winebrenner, S. (1992). Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit.

Winebrenner, S. (1996). Teaching kids with Learning Difficulties in the Regular Classroom. Minneapolis, MN: Free Spirit. ED 396 502.

# data[].attributes.attachment_link.description
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

# data[].attributes.attachment_link.readable_text
Imagine a teacher walking around the room as students work on an assignment at their seats. One student is speedily writing down the answers, which are correct upon observation. Another student two seats away stares hard at the question trying to figure out the answer or maybe figure out the question itself. Yet another student twirls the pencil around on her finger between scribbling answers down that are incorrect as she bobs her head to the music playing in her headphones. Each student learns differently, but they all need to learn something. Differentiating instruction can help students achieve no matter how they learn and what they know.

What is differentiating?

Each student works at a different pace for different reasons. This is why differentiated instruction is important. Differentiating instruction meets each individual student's needs. The first part of differentiating instruction is figuring out what students know so teachers can help them learn. There are a variety of ways to do that through a pre-assessment of some sort. Great pre-assessment tools include Quizizz, Pear Deck, and Google Forms.

After figuring out what each student knows, the challenging part begins. Creating different lessons and activities to meet each student's level and interests can be daunting, but it is necessary to help students learn. For instance, one student may struggle to identify what a noun is while another student has no problem identifying them. They are each ready for a different lesson. The first student needs an activity to help them identify nouns, and the latter might be ready to write sentences with different types of nouns. Both can achieve success on their own terms and based on their own goals.

The last part of differentiating is to assess each student's growth. Assessments can be created to see if the first student is now able to identify nouns. Can the other student write sentences with different types of nouns? If they've found success with that goal, then, consequently, they've learned something. This allows students and teachers to be able to celebrate success no matter their academic level or individual strengths.

Differentiation in the Classroom

Differentiated instruction in the classroom can be done several ways. Grouping, varying amounts of time, or changing the task are the most common types of differentiation. As far as grouping goes, students can be grouped by ability level, interests, or intermingled levels of understanding. Grouping students by similar ability levels helps both teachers and students. When students work in groups, teachers can work 1-on-1 with each group and give very direct instruction to each group based on their needs. Intermingled groups allows for more collaboration between students. Students with better understanding of the content can help their peers who need it. These types of groups can function a little more independently.

Varying the amount of time or changing the task are great alternatives to grouping. Some students can breeze right through an assignment while others need more time. Giving students a task list allows them to move at their own pace. Changing the task might look more like allowing students to choose the type of final outcome, like a project. Options are always a great way to keep students engaged and inspire creativity.

Differentiated Instruction Examples

One way to help differentiate the classroom is to have students work in groups to move through several stations around the room. With 3-5 stations, students can work together on skills that everyone needs to know on their own. The teacher can work with individual groups at one of those stations, so students get individualized lessons designed for what they need to learn in the unit.

Another example of differentiating instruction is creating literature circles. While this sounds like an English concept, it can be applied in any class where you can group students with leveled texts. Students could all be reading about the Civil War, but they could be reading a text that is at their reading level.

Grouping students by their learning styles is another way to differentiate instruction within the classroom. Students who are auditory learners will work better together because they probably have similar styles of communication.

A final way to differentiate the classroom is with leveled graphic organizers and worksheets. An LMS is very beneficial for differentiating instruction this way. If students are learning about problem and solution in an English class. Teachers can assign struggling students a task where they have to identify the problem and solution of a text. The middle group of students would not only have to identify the problem and solution within the story, but also create a different solution of their own. The group of students who are ready for extensions would identify the problem and solution as well as create two different solutions and explain why they might not work in solving the problem. The teacher can assign each of these individually so that students may not even know that they are learning different aspects of the same skill.

Differentiated Instruction Strategies

Teachers can differentiate their classrooms by altering the content, process, product, or learning environment for students. Changing these different aspects of a classroom can help students feel more comfortable and experience more success.

Changing the content of a lesson involves how students gain access to the information. Teachers can modify content by using the different learning styles and different senses to teach a lesson. Give a mini lesson where you show students how to accomplish the task followed by hands-on activities. Use videos to introduce or reinforce the day's topic.

Altering the process to include differentiated instruction might look like a flipped classroom. This is where students watch a video about the next day's topic at home, then when they arrive in class, the teacher adds a little more depth to the material. Class then is spent working on the assignment or classwork. This offers the teacher an opportunity to walk around the room and see what students need help with and how they are doing with the material. Students also have an opportunity to seek help from the teacher instead of waiting to get their questions answered upon return to school. Immediate feedback builds confidence in students and guides teachers in future instruction.

To change the product using differentiated instruction, giving choices for final products other than assessments would be a good option. Teachers could create projects for the same unit that pique the interest of different learning styles. Students can then choose which project to complete while still demonstrating mastery of the content.

Lastly, modifying the learning environment for differentiated instruction can be as simple as allowing a student to work in a quieter environment in the hallway or even sitting on the floor. These might sound simple, but they can help students feel more at ease which will help them complete the task more efficiently and accurately.

Differentiated Assessment

Differentiating assessments is just as effective as differentiating instruction. It involves more formative assessments than summative assessments. These should be small checkpoints throughout a unit to see how well students are learning material. These assessments provide a peek into what each student knows. These formative assessments can be exit tickets, Google Forms, Socrative, or myriad other strategies and tools.

Differentiated assessment might also include a take home test. This only works for complicated assessments where students have to do more than remember an answer. A take home test gives students time to complete the task.

Students could also create the test. Once everyone has learned the material, a committee could be created that would create test questions and the answer key. They would have to work together to check each other's work. Those students then would not have to take the test later since they have already proven that they know the material.

Another option is exemption from tests. Students who can show they have mastered the material through homework assignments and grades as well as any formative assessments could be exempt from taking the test.

Differentiated instruction can seem like a daunting task trying to meet the needs of each individual student each and every day. Use this guide for a few tips and strategies for incorporating new differentiating ideas into the classroom.

Do you have any tips to share about differentiated instruction? Tell us on Twitter @Schoology

# data[].attributes.attachment_link.description
Imagine a teacher walking around the room as students work on an assignment at their seats. One student is speedily writing down the answers, which are correct upon observation. Another student two seats away stares hard at the question trying to figure out the answer or maybe figure out the question itself.