25-26 Know My Students: Year 3 Webinar by Nioka Sandigo

Offer choices in task, like using a "Choice Board" for students to demonstrate their understanding through multiple modalities

nioka_lavigne — 2025-09-16 14:20:11 UTC

nioka_lavigne — 2025-09-16 14:21:22 UTC

Using formative assessments to identify students’ varying levels of understanding and adjusting instruction to meet the individual needs of students

christinagolden — 2025-10-08 21:22:59 UTC

we use different kinds of activities to help students have different ways of seeing the information and practicing it.

Differentiate instruction

wavasisco — 2025-10-08 21:23:20 UTC

I give whole class instruction and then I will either give a similar but more chunked worksheet to students who need it, or I will have a small group with these students and work through the activity with them.

2025-10-08 21:23:34 UTC

Using scaffolding with gradual release—through visuals, modeling, and feedback—can support students who might otherwise struggle to meet the target, ensuring their individual needs are addressed.

2025-10-08 21:23:38 UTC

Scaffolding instruction supports learning for all students by providing structured guidance and gradually releasing responsibility, allowing each learner to build understanding and skills at their own pace. Especially the gradually releasing the students to be more responsible for when they are ready.

Small Group Differentiation

2025-10-08 21:23:47 UTC

For writing I meet with each group (based on level/abilities) and make sure they are understanding the task and moving forward. Some I have to scribe what they say, others I just have to prompt with questions to get them to give more detail. I usually do this during small group so it is differentiated small groups

christinagolden — 2025-10-08 21:24:34 UTC

It helps build structure and a foundation for them to grow from.

Using students IEP and 504 plans in my lessons with Quizizz, now Wayground, that allows accommodations. Also talking with previous teachers for ideas.

2025-10-08 21:44:29 UTC

nicole_mcleskey — 2025-10-08 21:45:11 UTC

Using scaffolding helps your Tier 2-4 students reach the grade-level standards and participate in the classroom lesson/discussion.

I use scaffolding, templates, and sentence starters for my Resource students with writing.

2025-10-08 21:45:17 UTC

nicole_mcleskey — 2025-10-08 21:49:10 UTC

As a special education teacher, all my instruction is differentiated. For example, some students, I will write what is on the board on a post-it for them to copy, some I will write it on primary lined paper so they can see the letter formation in correspondence to the lines, and others I will write it in a highlighter for them to trace. I meet my students where they are with a lot of support and gradually remove the supports as they close their gaps.

Practices for differentiation in instruction

2025-10-19 17:57:46 UTC

As a kindergarten teacher, you spend a lot of time on procedures and expectations. But, one thing that helps me differentiate my instruction is by having them "turn-and-talk" to their carpet time neighbor. It's usually someone completely different each time, everyday. So, it gives all learners an opportunity to learn from each other by hearing completely different responses as well as problem solve for answers in new ways.

Scaffolding

2025-10-19 18:04:36 UTC

I particularly like scaffolding, because it gives me an opportunity to slow down the learning in meaningful broken down chunks.

It helps all learners because it also struggling students to grasp the information in a way that is digestible and at a pace that allows them to process content without always being left behind. That way the same parts covered can be revisited in the same timeframe, maybe at their personal small group, instead of when the whole group has completely move on further into the subject.

I also feel scaffolding helps high learners revisit the topic in chunks, to where maybe they find themselves finessing the information, sharpening their initial understanding in the topic versus grasping the basics only.

Differentiate Instruction

2025-10-30 15:47:26 UTC

During my reading intervention I will pull aside students who struggle with a specific task during whole group Sound Partners instruction. I will explicitly reteach, model the task requirement, and check for understanding. This may take as long as 3 minutes, or occur incredibly quickly, within a couple seconds, depending on the academic task.

Scaffolding Instruction

2025-10-30 15:50:31 UTC

Scaffolding instruction insures that students are academically challenged but not overwhelmed. Performed correctly, it will increase retention of knowledge and increase confidence. This ensures students engage in productive struggle and increase understanding.

2025-11-08 11:57:49 UTC

Scaffolding gives students a chance to build up to the level you want them to achieve in small accessible steps. This is especially important for students within the special populations group that often struggle a little more with reaching grade level. But scaffolding also holds an important roles for all students, regardless of ability, because often seeing the small steps makes the big picture more attainable and the information more sustainable long term

2025-11-08 11:59:29 UTC

In order to understand what your students need as individuals, what their actual level is you need formative assessments. These will help you understand and meet the students where they are and successfully meet their individual needs more fully.

2025-11-08 12:07:48 UTC

Some days my instruction is differentiated for each class. As a teacher in middles school it often seems we are driven by the time we have and the content we have to cover a push to get it all done and differentiation can be lost in the "race" to get it all done. I have found that I have to intentionally set out to do this and have found especially this year that I change my instruction form even from class to class as I have figured out even on a large scale my 4 classes need totally different things. For example I have one class that responds extremely well to pair/share small group work even with something as basic as how we take the notes and use the Cornell notes with them, but in another of my classes this approach is not as successful so not only to I differentiate from student to student within my classes I also differentiate from class to class while still presenting the same information and striving for the same DOK levels across my classes.