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Having guided notes for your students to be able to follow along and fill in, while also giving them room to include any images/symbols/etc that is going to help your students to be undertstand and grasp the content.

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When teaching (verbally) having a powerpoint set up on the board behind them with key details they need to know and images to help them visualize what they are learning.

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Some students can sit in regular chaidrs while others can use spring seats or other forms of flexible seating. This could also include raised desks. Whatever is going to work best for the student to learn.

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Students are required to create a one pager after a reading or area of content. They can draw pictures or write woords in order to demonstrate their understanding.

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I would set up different areas around the classroom for independent work, group work, discussions, or a quiet space. The classroom will be split based on these four tasks. Some students may need a quieter space to focus, while others excel when working with peers. The students must have access to environments where they will succeed the most.

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Students will have the option to pick the type of writing assignment they will complete. They can either write a short report, create a PowerPoint presentation, make a poster, or use a visual organizer to explain their topic. Giving the students the ability to pick lets students show their understanding using their strengths.

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During a reading activity, some students could read quietly to themselves, while others could listen to an audiobook while following along with the text. I could also provide students with a hands-on activity like creating a timeline of events. If students need extra help, I will pull that group and provide them with a mini lesson, while the other students can move ahead if they understand the material.

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If students were learning about a historical event, for example, 9/11, some students could read a short paragraph, annotate and highlight key words or phrases, while others could watch a video, and fill out a graphic organizer for students who benefit from seeing the information rather than reading it. Everyone is learning the same concept, but just in a way that meets their competency level.

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My OPE instructor has a quiet corner students can go to when they are feeling overwhelmed and in need of some personal time. It has proven to work very efficiently. Students do not see it as a punishment but rather an opportunity to settle down and redirect their energy into thinking about getting back on track. I'm a little shocked but it works very well consistently.

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Students can produce a book report through any kind of medium they would prefer. They can choose to present in front of the class, they can choose to present via Google Docs, Google Slides, a cardboard box, a poster, etc. This gives them creative freedom to artistically express the impact any particular book had on them.

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I've witnessed, at my OPE, many students develop greater mathematical fluency through using the computer program I Ready. Students are typically engaged when I am walking around observing them. They may also feel they have more ownership of their progression and learning because I Ready tends to be used as a station which my teacher allows the students to rotate in and out of. One of the final stations may be optional and if students choose I Ready, they are more likely to be engaged and focused on the material being reinforced to them.

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Allowing students to participate in a series of games tailored to the curriculum provides a sense of engagement deemed important in UDL standards. Students get to engage with one another while figuring out the solutions to different problems: a strong formative assessment under the simple guise of a mere game.

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I LOVE flexible seating, and I have gotten to see it effectively used for many years in my mom's classroom and others. Not all of a classroom's seating has to be flexible for the environment to be differentiated-- simply offering a few extra options or places in the room for students to work can be super effective for students who need to change up their environment to focus.

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I think about how in my French class in high school, we'd be given a "project menu" and could choose a few items on the menu to make up our project. As long as we could show what we knew, she didn't care about the way we showed it-- which was helpful, because we could choose to show our learning in ways that were accessible to each one of us. She had some boundaries to it, but in general, it was a super helpful and accessible way to do projects.

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It's super important to give materials in many forms so all students are able to get the material that works best for their learning style. This could be hands-on lessons for Kinesthetic learners, or videos/demonstrations during class for visual learners, or many other options. There are many resources now that are simple for students and teachers to navigate that provides everyone with the type of material that works best for their learning style.

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What's better than being able to check something off a to-do list? This idea of students having their schedule/assignments right in front of them could be a great way to adapt to what different students need. I personally need to write things down and then be able to cross them off, so this could be a great way to model for students as well as them practicing organization through a checklist.

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One of the things I remember the most about school was the year my teacher let us have standing breaks behind our desks instead of being forced to sit all day. This is just one example you could implement into a classroom. Another could be location, some students could be distracted near the classroom library which would make moving seats ideal so their distraction doesn't cause a distraction to other students.

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One of the best ways to truly grasp if a student has a concept or needs more help, is to give them choices of a final assessment on a topic! It gives students an opportunity to really showcase their knowledge in a way that's unique to them and can let them feel proud of their work. This is great for differentiation because there are many choices students could be given such as a story, poster, skit, etc. which don't have to limit themselves as a person, and their true knowledge.

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If students become distracted easily, simply allow them to use headphones to reduce noise, so they can improve their focus. This supports students who need a quieter environment. It is a simple fix for individual students if other kids are doing group work.

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After a lesson or unit, have students design a poster to show their knowledge, with drawings or text. This gives students an opportunity to express what they have learned without necessarily taking a test and giving them a choice. Then the posters can be displayed as visual reminders of the unit.

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If a student is overwhelmed by a large task ahead, the teacher can provide a step-by-step graphic organizer to guide students through a task to make it simpler and more obtainable.

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If students are reading a text, the teacher could provide students with extra vocabulary help, if needed. By providing them with a small glossary it helps them understand the same text without altering it or giving them a different passage.

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If students were reading a book in class, some students may choose to discuss the book in reading groups, whereas some may choose to discuss it in partners, and others may choose to write an independent response. This ensures that learners who prefer to work alone are able to do so but can still be evaluated for their understanding.

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If a student is to be formatively assessed on their understanding of the novel that was just read in class, a visual learner may prefer to create a graphic organizer or a drawing of the story, a kinesthetic learner may prefer to do a demonstration or build a model representing the summary of the story, and an auditory learner may choose to give an oral report based on the content. By allowing for various ways to showcase understanding of the novel, students will be more likely to be engaged and appropriately showcase their understanding of the content.

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If a student is an auditory learner, they may prefer to be formatively assessed based on a discussion or an oral report. For visual learners, students may choose to create a graphic organizer or a drawing to show their thinking as their culminating assignment. Kinesthetic learners may choose to build a model or provide a demonstration to show their understanding of the content at hand. By offering such options as different ways to show a student's thinking and therefore be assessed, students will be more likely to be engaged and appropriately showcase their knowledge.

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Some students are visual learners and would prefer to have their learning process aided by the supplement of visual materials. Therefore, if a lesson is primarily auditory, the teacher can supplement this by providing graphic organizers, materials to annotate with, and textbooks so that students can follow along as the lesson progresses.

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If students are reading a textual passage and are expected to answer text-based questions, this can be differentiated if the teacher allows the text to be leveled. This can mean that the teacher allows readers who are slightly below grade level to have access to a simplified text with increased textual features to allow for better comprehension, those who are on grade level to have access to the general passage, and those who are above grade level to have access to a more complex passage that includes academic and figurative language.

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Some students may work better in a quiet environment. Some students may work better in a collaborative space. Find space in the classroom (ideally in a separate area) where students can go if they need to find quiet or where they can make more noise when collaborating.

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After a lesson, give students a choice of their final project to demonstrate mastery of a topic. Ask them if they would prefer to write a paper, make a multimedia presentation, or create a visual representation.

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These act like a menu of activities that encourage students to choose how they learn and master a skill. This can also be helpful as a content differentiation tool.

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Using personalized learning software allows students to learn in the best way for them specifically. It uses assessment to put students on the correct path for success. Some students may take in content through reading assignments, while others do better with visual graphs. Finding the right fit for the student can improve student outcomes and improve accessibility, and personalized learning platforms can help with this.

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One way of differentiating the learning environment is by allowing students to sit where they feel comfortable and focused. For teachers, this may look like providing a comfy corner or different spaces around the room where students can have a comfortable space to focus and to learn.

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One way to differentiate the product is to create options for students to complete graphic organizers to show their thinking. This can be very helpful to visual learners. Students would still be able to show what they know, but in a way that is aligned with how they learn and express their knowledge best.

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Some students may be visual and auditory learners. One way to differentiate the process of learning is to add videos to your lessons. Some students may learn better from seeing and listening rather than from reading a text.

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Students finish a lesson and are asked to create a PowerPoint summarizing the main points. This can help students organize their thoughts in a way that is most beneficial to their learning. Students who have mastered these ideas can dive deeper into analyzing, while those who are just starting out are able to remember these key ideas and gain a more complete understanding of the lesson.

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A student who is easily distracted may have access to an outside classroom that is an established quiet area. They are able to visit this room for things such as independent work, like exams, quizzes, or reading.

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Students who are struggling to write a report can create a visual or poster that shows the meaning of the vocabulary words with pictures and short labels. This reduces barriers for students who struggle with their fine motor skills, affecting their writing or language processing.

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A student who learns better kinesthetically needs to have hands-on activities to actively engage with the content. Students move words and definitions into matching boxes or categorize vocabulary terms. This activity requires the movement of objects, helping kinesthetic learners better process and remember information.

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Students just finished reading a short story in the classroom. The teacher then prompts students to create a different ending to the story. This challenges students' comprehension of the details of the story, as well as how the story is resolved. Depending on how this is done, this could also assess students' writing ability through their response.

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A student is struggling to sit at their desk and focus for long periods of time. This student is allotted standing breaks where they can go to the back of the classroom and stand to continue their learning.

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Students are asked to turn in a hand-written report about a book, but one student has dysgraphia and struggles to write. That student is allowed to type their report so that they have the same access to success as the other students do.

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A student has dyslexia and struggles to read long passages, but comprehends them at a high level when listening. This student is given an auditory text when others are given the physical text, allowing them access to the text in a way that's beneficial for them.

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Students are reviewing basic vocabulary. Students with less mastery can be provided the terms and definitions and have to match the correct ones. Students with a higher mastery can be given the terms and have to define them on their own. This allows both students to be challenged in their own ability.