Differentiation does not require a learning or other disability, it is a proactive response to a students readiness, motivation, or learning style to keep them on standard, in the classroom with their peers, and assist their understanding.

Educators can tailor instruction by adapting content, supported peer group instruction, adding scaffolding to support the product.

Supporting students by breaking down problems, asking guided questions, using visual aids, and other assistive strategies to help students gain the knowledge and experience to work independently.

UDL (Universal Design for Learning)

Planning instruction with multiple models of explanation, representation, engagement, discussion, and modeling.

Using the same standard, but some tasks are more scaffolded to meet diverse learning needs of the students in the classroom.

Giving students the choice of how they want to demonstrate their knowledge. Allowing them to choose between a poster project, written essay, multiple choice assignment, or digital project given them the opportunity to use their knowledge and their preferred learning style.

Using flexible groupings for your small group rotations so students who need more support on a topic get more scaffolded instruction when they need it.

Usually small group or one-on-one support or instruction.

Can be a part of the general education curriculum.

Students working together in pairs or small groups to practice, share ideas, and enhance their math and literacy skills.

Using tools like text-to-speech software, audiobooks, organizing software, and other technology to help students compensate for challenges and meet their grade level requirements.

Use anchor charts, graphic organizers, real world examples, and other models to help develop deeper understanding of your lesson.

Chunking

Breaking down assignments into smaller more manageable tasks for the student to not get overwhelmed.

Setting standards for students who the set curriculum and expectations are modified and need personalized standards for their needs and ability.

Individualized Goals

Writing goals tailored to where to student is currently academically.

Using small groups to break students down into groups to practice phonics, decoding, and get scaffolded support from teacher intervention.

Schedule regular times to meet with student(s) with behavioral problems or self-regulation challenges to discusses their self-challenges, class expectations, setting goals, strategies for redirection, and rewards for successes.

Using fluency games, manipulates, and explicit instruction to assist student(s) who is behind.

Giving students the accommodation of extended time on assessments allows them to demonstrate their knowledge without the anxiety or stress regular assessments may cause.

Students with reading comprehension difficulties, non-English speaking students, vision impaired students, and many more students can benefit from teachers providing audio versions of texts and written assignments.

Having planned times where your student can take a break they have the opportunity to rest, release disruptive energy, and regain motivation and focus.

Considering shorting assignments, like only doing the odd problems on a math worksheet. This can assist students by preventing burn-out and overloading the student with new information. This allows them to still practice the same expectations, but at a level they are capable of meeting.

Using assignments with large texts or visual aids can help a student focus on using their knowledge instead of decoding the problem.

Changing students seating arrangements to reduce distract and help with their focus and motivation.

Modifying assignments to have fewer items, less writing assessments, and flexibility when grading.

Adding visuals aids, large texts, simplified texts, shortened texts, and verbal instruction.

Allow for alternative mastery of fewer skills.

Reading intervention by a special education educator to address multi sensory instructional needs.

Having a routine where students work with a special education educator and work on key concepts in a scaffold and low stakes environment.

Using routine formative tests to collect data and track progress, and find adjustments if needed for the student.

Frequent assessment to track progress and find adjustments if needed.

Multi Sensory Instruction