Video material, use manipulatives, songs,

kinesthetic movement, sensory materials (like writing letters in the sand or shaving cream), bumpy paper, interactive blending board.

Ian Ogburn, Amelia Byrd, Whitney Schick

Jon, Morgan, Anabelle

counting blocks, visual aids, videos for math, use representations for instruction.

for ELA, small group instruction, practice lessons for concept reinforcments

Using toys for explanation of reading comprehension, pictures and drawings

Using teacher assigned lessons in IXL to supplement and reinforce learning

Using games to teach like Prodigy

Give time during instruction, give extension during instruction

Choice of activity to use to demonstrate knowledge (i.e., art, write paper, build a model)

Class presentation

Group work

Verbally tell teacher

Record themselves demonstrating learning

Content:

• Giving different assignments based on level to try to support those students who are struggling

• Small group time or Acceleration time to revisit content and do individualized instruction

• Using technology that differentiates instruction and provides lessons for their level

• Example: if they are writing persuasive essays then allowing them to pick the topic to differentiate the content but they are all still working in the framework of persuasive essays.

• Example: when teaching math, you can show students different strategies to work through problems.

-Present tactile version of the lesson

-Modeling the learning

-Audio or real life examples

-Change it up

Giving kiddos choices in how they demonstrate mastery of the objective.

Growing student independence i.e. Kindergartners choosing their own manipulatives for a math lesson.

"Choosing the meal" idea.

using different materials/tools

using movement

change assignments based on student level, ability, or understanding of content

using different strategies

using technology to reinforce content

relate content to everyday life/real life situations

tap into prior knowledge/meet students where they are individually

scaffolding

choice boards

Color psychology (what colors are best for which applications and surfaces). Blue and green are generally the best for classrooms.

Decorations can be easily distracting, so be intentional

Incorporate UDL best practices (Universal Design for Learning)

Keep bright or distracting colors for materials / activities that aren't used or displayed all the time

Keep materials in designated spots so that they aren't a distraction when not in use

Student interests - Minecraft

Videos - different mediums / multimedia

Small groups - differentiated stories, giving sentence starters, outlines

IEPs - individualized learning

Testing / Progress Monitoring

Curriculum tools like iready, letterland

Allowing for student choice - medium, topic, etc. within a learning target

Flexible Seating

Understand that not every child can sit still all the time, be understanding with child's use of space

Let students regulate themselves if they are able to do so appropriately

Have tools available to differentiate where students are at in their learning process

Modeling behaviors that you want to see in the classroom

Check in during lesson-give me a thumbs up if you understand.

Scavenger hunts-work with partner to find answers around the room. asking students to show their work instead of just circling answer from answer key.

Allowing students to show teacher their answer in private if they are hesitant to work in groups. Tell answer orally if they have a hard time writing. Write answer down if they don't want to share orally.

IXL, Lexia and Iready or other similar programs that allow students to work independently at their own level and have individualized assessments.

• IXL is a great online tool for differentiation! Skills start easy and get harder. Diagnostic report helps fill in holes in learning. Wrong answers - students are shown what the correction solution/answer is and explanation behind the correct answer. Students are able to correct misconceptions in real-time.

• iPads help differentiate students access to materials, like reading at their levels.

• For SPED and ELL process - pairing images with words that are seen by the students to aid processing material.

• Teachers cater to multi-modalities to process the material in all ways to help students process material. They can see, hear, feel, touch/try themselves. Activating multiple senses at once.

• Focus groups - opportunity to work in small groups with a smaller student to teacher ratio.

• Technology in general (Kahoot!) helps gain student interest where interest may be the

• 
  

Giving students a choice in how to represent their learning. Examples are; essay, song, video presentation, or powerpoint.

Take the time to get to know students, so you know the best way to understand the students capabilities and knowledge.

Meeting students where they are at. Break down standards and test on different depths of knowledge to show how students are improving. Especially with multi-language learners.

Testing in first language, so you can get better data points on their knowledge without the roadblock of understanding the second language.

Name Sticks - Teacher can differentiate questions accordingly to which student's name is drawn.

Pre-Assessments - Knowing where the students are with their backgrounds so they aren't bored or completely lost. KWL.

Using manipulatives and/or multiple learning methods to teach content.

Give the students choices. I.e., you could give beginner, intermediate, and advanced questions. One school used to call them mild, medium, spicy...if they finish the easy, they can go on to see if they can do a bit harder of questions.

Mix it up! Use the curriculum as a baseline and find other content to make it more exciting, have movement, show a video, have stations, etc. Relatable videos.

Incorporate movement. Have them jump when they hear sounds, etc. If you agree, jump up and down. If you don't agree, do a dance.

Learning Environment:  Lots of choices in terms of calming areas, bean bag chairs, stuffed animals.  Lots of visuals on the walls.    Posters represent all cultures.  Bean bags and areas to calm down. 

For the HighSchool English class:  Offers of a Tea shop, drinking tea.  Lamps for light.  Couch for lounging. 

Giving choices for reading areas.  Bean bag chairs and stuffed animals to read to. 

Technology- Variety of ways to share content, as well as differentiate instruction.

Brain Breaks- Stretches, "Simon Says", Youtube Brain Break Videos

Modeling- Step-by-step: I do, we do, you do

Small Group- More focused instruction, tailor each group to those students' needs.

-Everybody does everything, slow down to a pace that is accessible for everyone.

-Challenge problems or extension activities for fast finishers

-Differentiated content for different reading levels. Same content at different levels of reading

-Tier 2 small groups for test taking

-Tier 3 for students who need individualized help (like ELL students)

-Small breakout groups for different levels of learning

-Check for understanding frequently

-Incorporate more movement into the day to make bodies ready to learn

-Allow for varied seating and different areas to work around the classroom.

-Create a happy, relaxed, and engaging environment before learning can happen.

Students showing their own growth.

Learning independence, having the ability to show the teacher their independence.

Having the kids use the curriculum to show their understanding in the way that they choose.

Using games and different approaches to learning.

Cross-curriculum understanding. Giving the students a choice in their own learning.

-Change the process of practice, such as group work, game, competitive group on group, class activity, answering questions one on one, guided video with online assessment...

-Incorporating movement into lessons

-Songs help with learning concepts

-Different activities to keep interest and engagement

-Change the environment, like going outside, for a different area to learn

-New apps and programs to spend extra time on

-Try new things out of the blue to spark interest

Allowing students to draw information instead of writing or sharing verbally.

Breaking down tasks into small chunks without giving new instructions until complete.

Differentiating instruction when possible allows the student to see success.

Creating supplies to help students who are struggling to be able to review material in one-on-one settings.

Having Exit tickets. It is beneficial if it is simple and fast.

Be consistent in instruction with a willingness to differentiate.

Give extra time, or have students only answer odd questions to show their knowledge within their ability.

Acknowledge own shortcomings with students so that they know that it is okay to struggle.

Flexible seating-

sit where you want

sit in different seats like wobble stools, rolling chairs, or kick bands on the chair legs, yoga ball

Rotate out your decorations or posters to match what you are talking about during the time

Having pillows and stuffies for when they are independently working or reading

Change the lighting, make it lighter and less harsh

Play some calming music in the background while they work

Multicultural materials

Keeping materials organized and having designated spots for things so that the students know where things are and feel organized

Consistency with routines and placement of items or materials

Having extra blankets or fans to help the students keep a comfortable heat in the classroom

Extra tables if they would like to sit away from their desk, or if they need some space from the other students

Sensory or fidget materials that can help them stay calm and focused

Giving choices on how to accomplish task

• Scaffolding

• Body movement within lesson

• Curriculum- Differentiated

• Break out groups- Different levels

• Differentiated spelling tests

• Starting with basics - working at lower levels but incorporating into whole group

• using multiple choice

+Provide multiple forms of exposure to content

+Vocabulary support with pictures

+Anchor charts

-Make word problems relevant especially culturally relevant.

-Change the reading level.

-Using manipulatives for groups that need it.

-Using hand gestures for phonics.

-Total Physical Response

+Using movement

+Asking students to teach it to each other

+Manipulatives (especially in math)

+Small group instruction

*Small group instruction

*Station work within class

*Manipulatives (hands-on activities)

• check ins with students

• Physically show them, don't just explain

• Tactile teaching

• groups in class, differentiated seating

• giving children that faith to know how they learn best

• letting them stand if that's what works best

• individualized during instruction

Change position

Group work-guided learning

You do-we do-I do

Chances to show how we are learning

AI generated classroom specific content-with rubric added or guided questions to support their writing

let students show how they are learning

progress monitoring to see if you need to go deeper into a subject

• Choice boards, Children choose how they learn best

• communication through different output

• giving room for other outcome based tests

+Sentence starters

+Draw a picture

+Type instead of write (speech to text)

+Answer questions verbally rather than writing

+Shortening the product

*Graphic organizers (coloring)

*Exit tickets

*Scavenger hunt

• Flexible seating so students can easily move from group work to individual work

• Changing seating charts so they are able to work with new people

changing up the norm

asking them to take their learning it out into the community

how students respond

providing fidgets and/or defriended seating

non assigned seating

• lighting

• Sunlight

• different seating

• calming colors in room

• Small lamps

• Music and different types

• materials available for students

• Decor

• differentiated in what is hung up around the class

+Encouraging group and partner work

+Adjusting the lighting

+Playing soft music

+Organization is important!

+Remove distractions

+Ensuring students feel safe in whatever environment they're in

*Options for independent work or collaboration

*Softer lighting

*Music in the background

*Pullouts for small group work

allow partners

extra time

write sentence starters

small groups

enlarge copies of text

Cross curricular content

Flexible content

Scaffolding

Providing variety in materials

Compacting

Accomodations (text to speech)

Vary level of reading levels

Vary the time spent on instruction/tasks to students' needs

Break down content into smaller chunks for easier learning

Activate background knowledge.

Real life situations that they can relate to...

morning meetings

check ins

positive reinforcement

Student interest

surveys

leveled task

lower reading levels

Self directed learning

Formative assessments

Grouping

Tiered activities

Manipulatives

Learning centers/stations

Hands-on activities

Small groups

Turn & Talk with neighbor

Stations

Assignment choice

Topic choice when learning to write

Bring in real-life examples

Culturally relevant examples

Career paths that use this learning

text to speech

check for understanding

related material to what they know

lighting

group work

soft music

closed door

Class open discussions, everyone participates.

Online games, Kahoot, Blooket...

Exit tickets

Research paper, research poster,build a model, or powerpoint. Student choice on how they show their learning.

Get student input, ask what helped and what didn't.

talk and add movements

colored notes

brain breaks

hands-on -activities

experiments

Scribe accommodation provided-- orally from student to teacher.

Tiered products

Varied Assessment Techniques

Learning menus

Shortened assignments

Portfolios, presentations, and projects

reduce the number of products

exit tickets

powerpoints

oral response

Allow for movement by providing a delineated space for the child so they can be free to move; do their work and focus.

Quiet places to work, headphones

Low level music for calming

Flexible seating, with limits

Flexible seating

Work zones

Student mobility and movement

Visual and auditory supports

Clear expectations

walking space

selective seating

open space to be themselves

Student interest

Survey interest profile

Leveling tasks

Reaching their needs and interests

-Simplify wording or supplemental content.

-Scaffolding to address gaps in learning.

-Chunking material.

-Visuals!

-Referring to prior knowledge.

-Real world examples to boost engagement.

-Choice when it comes to content delivery-videos, digital vs. paper.

-Educational Videos

-Student Choice within the range of the topic

-Visuals available for students to see around the classroom

reading levels

scaffolding

method behind the madness

assignment choice

meeting each learner

Turn and talk

Different levels of vocoabulary words

Leveled reading

Real life situations that different students can relate to as examples

How much time is spent on a subject

Different levels of background knowledge

• decide what the most important areas of content are to learn (for SpEd Students)

• different levels/ syntax of vocab making it easy to understand

• building on prior knowledge, scaffolding, and relating to real life.

-Choice of delivery- digital vs. paper, videos.

-Labs in science allow students to learn in a hands on way.

-Speech to text.

-Headphones, fidgets, or doodling to help focus throughout the process.

- Gamification= boosts engagement

Shoulder partners

Hands on activities

Visual (pictures) directions or spoken or written

Tiered activities

small group vs. independent

Practicing skill with hands, voice, and writing/reading

I do, we do, you do

-reenacting/pairing body movements

-centers/small group

Written exams

Seesaw

group projects

exit tickets

art/creative expressions of learning

quizzing students orally vs. written

*Small groups

*Think, pair, share

*Precision partners

*Stop and jot

*"random" drawing of names

Choice in delivery

Projects, Presentations, and Portfolios

Scribe accommodation

Online Games, Kahoot, everyone participates

Step by step instructions to make it easier for all students

Many chances to get the standard.

-Speech to text, use of scribes, answer verbally, or alternative assessment options.

-Student choice in product. Less resistance to getting the work done.

-Different grading based on need and ability

-presentations

-oral presentations

-allowing students to choose within the range of the topic

-drawings

-videos

background music vs. silence

mulitple stations

one teacher working with small group vs. large group discussion

are the walls busy or simple

class or 12 or 30

community schools vs. individual classrooms

silence vs. quiet working classroom

-field trips

-outside classroom on campus

-changing environment inside the classroom (changing seats around)

-turning lights on/off

-music on/off

-Light dimness adjusted. Use of lamps.

-Allow students to decorate areas of the classroom.

-Calming corners.

-Choice of working together or alone.

-Allowing headphones, fidgets, or doodling.

Music or low volume music

Lamps rather than over head

fairy lights

Flexible seating

less tech if too stimulating.