We have to establish flexible routines so when we are aware of particular students’ needs, there will be sometimes in the classroom where different students are doing different things for you to be able to address those needs.

The most effective teachers differentiate they observe their students all the time, they know their curriculum well, take opportunities to further ongoing professional development, and practice, practice, practice.

We need to know where each of our students are in their learning and the next step needed for them at all times.

Often teachers forget about the students that are high achievers. Those students often lose interest in learning because they are not being challenged.

For ELL’s and students with exceptionalities, a strong balance of the skills instruction and holistic reading and writing opportunities is essential and that is very difficult and challenging to do.

When you go into schools, you don’t always see differentiation present in all classrooms. We need to continue learning and lean on each other for ideas and to support each classroom.

No teacher can be all things, to all students, at all times.

When it comes to routines, beginning in a way that seems small, safe, and effective to you is a great starting place in creating differentiation in the classroom.

It takes a lot of practice!! Trial and error, tweaking assessments over time, continually monitor all students to see what instructional decisions you can change and make better.

Pulling students out of class for individualized instruction- when to know if they are that outlier student and how they will get caught up on the work they missed while gone.

Ways we can differentiate if our does school adopts a single reading program.

Ways to differentiate when you have one or two ELL students, but also not pulling them out of the classroom all the time to receive that instruction.