I would like to try to vary the amount of time students have to complete assignments

I would also like to try to offer an interactive assignment alternative

Provide students with a choice board to decide their next task.

Group students together from varying ability levels.

Offer interactive assignments

Have leveled assignments depending on their academic level.

Give extra time for assignments and give time for them to ask questions.

I want to give a choice board of activities that the students need to complete within the class period. This allows them to make their own choices and work at their own pace on the tasks at hand.

I would also like to give time in class to work on homework to ask questions if there is any confusion or if they may need help. I also know some home lives might not prioritize school/ homework so this would allow them to get assistance as needed and have a step in the right direction.

Change the way the I teach to align with the different types of learners.

Use small groups or work one-on-one with struggling students.

I have organized students into different groups based on their skill levels, interests, or learning preferences.

I have provide various levels of support, such as graphic organizers, timelines, or guided questions, to help students to process information.

I want to be able to allow students to get the correct support they need, so I would provide different materials such as a graphic organizers, sentence starters, one on one help, etc. This would be available to them if they need or want it when completing work.

I also want to provide a choice board that can allow the students to choose what order they want their work done in that class. This would allow them to be more independent, not feel rushed or dawdled while staying on task.

Creating small groups that have different levels, so the students can help one another.

Create interactive assignments that incorporate different types of learning.

Organizing students into leveled groups based on skills, interests or learning preferences.

Choice boards to allow students to be in charge of their own learning.

Student-to-student interaction whenever possible, playing games while learning.

Provide several different resources at varied levels of reading difficulties for when students are tasked with finding information in a non-fiction text.

Purposefully group students into groups where they will succeed and not get left behind in the dust.

I want be able to change the way I teach to help with different learners.

Have tiered assignment for certain students to help them based on their needs.

Include scaffolding in all of my lessons so that children have the different levels of support and teacher guidance they need. The I do, We do, You do model is a great example.

Do small group work as much as i can so that the students can get the assistance they may need.

Include more scaffolding on different topics to give students guidance

Allow extra time for discussions with students about the assignments and 1-on-1

provide choice boards for homework and classwork assignment.

Provide students with additional time on their complete classwork assignments.

Give students the opportunity to use feedback and redo assignments. This gives them a second chance to ask questions and figure out the write way to do the assignment.

Create and provide choice boards for students.

Give those who may need, additional time to complete assignments to eliminate rushed and stressful work.

Provide feedback on assignments and allow students to correct their work to regain points.

Students can be set up into groups, with students at similar levels, with similar interests and learning styles.

Using centers to deliver content, centers can be done individually or with assigned groups.

Working one-on-one with students or in small groups to directly hit content areas of struggle

Small group instruction: gives the teacher the ability to work one-on-one with students

More hands-on tasks for students

Tiered assignments

Give the students choices on what they want to learn (choice boards or stations)

Scaffolding. I do, We do, You do.

Tiered assignments.

Working one on one or in small groups with students.

Using centers that allow for students choice.

scaffolding

small groups

hands on tasks

I do, you do, we do

I do, we do, you do. This can be moved around as well to be done in a different order but still doing it three times.

Working in small groups can also be very beneficial to students who are struggling. Assessing and then pulling students who are struggling in certain areas.

Organize small groups based on my students' levels. This could allow me time to have a small group instruction that is tailored to their specific skill levels.

Vary the activities offered in the classroom.

scaffolding

small groups

Gradual Release

Teachers can differentiate instruction by scaffolding a lesson as needed.

Teaching in smaller groups and/or implementing one-on-one instruction is an effective way to meet various academic needs.

Considering various learning styles and including kinesthetic activities, auditory enhancements, and visual aids to increase student success.

I do, you do, we do

small groups

Activities for different learning styles

extra time for assignments if needed

small groups

I do, you do, we do

hands on activities (using playdoh, sand trays, magnetic letters)

“I do” “We do” “You do”; Modeling, doing it together, then letting students work alone gives them instruction in different ways depending on what works best for them.

Group work; Opening their perspectives to what their peers thoughts and ideas.

I do, you do, we do

Hands on activities, discovery learning. (sand trays, playdoh, etc.)

Differentiation ensures all students succeed by adjusting content, process, and assessment.

Flexible grouping helps meet different learning needs.

Choice in learning activities increases engagement and motivation.

Hands-on activities

I do, We do, You do

Small groups

I Do, We Do, You Do. I Do during a lesson so that students are getting the content, practicing the content, then doing or teaching the content. This pertains to multiple levels on the pyramid.

Group discussions are an amazing way for students at all different levels to have opportunities to learn from and teach their peers about ideas and content.

differentiated Partner activities

projects where students are able to use what they learned to teach others.

Tiered activities or assignments

hands on learning

I do, we do, you do

Hands on activity

I do, WE do, YOU do

I do, we do, you do.

group work.

Hands on activities.

I Do, We Do, You Do - This helps gradually release more workload on the students in a way that helps foster their confidence.

Hands on activities - This helps students break out of the usual and helps the lesson truly sink and get stuck in their brains.

Partner or small group - This helps break up students so they are not doing it alone but gives the teacher more opportunity to go to students individually and see where their understanding is.

I do, we do, you do.

interactive hands on projects/activities

partner work

extra time for assignments/test

I do, we do, you do

Choices for assignments

Hands on Activities

Bringing in realia to provide visual and tactile learning experiences where students can explore.

Partner work where students can be partnered strategically to provide scaffolding and enrichment to each other.

Doing jigsaw work where students have the ability to teach one another content that they feel as though they have mastered and feel confident in.

I do, we do, you do

Small group work

Choices between discussion, independent Rea search, or hands on activities.

Class discussions- takeaways, questions from reading

Hands on activities with group stations- Students can help each other if someone doesn't understand.

think, pair, share

I do, we do, you do - gradually reducing the support as they gain confidence.

Hands on activities - providing students with opportunities to work on the same project but can be suited to individuals learning needs and styles.

Group activities - grouping differently based on the task or learning goals by know the students' needs and interests.

I Do, We Do, You Do- This methods can be implemented in so many different subject areas and could be so helpful for students who need extra guidance

Class discussions- for students who have a hard time explaining their thought on their own, this would a wonderful option so they may even be able to bounce ideas off someone else

Group projects- for students who need extra help, being put in groups will benefit them for the same reason as above; they're able to bounce ideas off each other and get help

I do, We do, you do

Class discussion/interaction in small or big groups.

At your own pace videos and tasks.

I do, we do, you do.

Class discussions

Choices with hands on activity.

I do, we do, you do

Group work

Choice boards to allow students to be in charge of their own learning.

Hands on activities

I do, we do, you do

Allowing students the choice to choose. (choice boards)

Group work

interactive activities

I do, we do, you do

Hands-on activities

Peer teaching

Group work

i do, we do, you do

choice boards

additional time for those who need it

Hands on activities

jigsaw activities

small groups

demonstrations

simulations

Hands-on/Up and Moving activities

I do, we do, you do

discussions

student choice

Gradual Release Model

Expert Group Teaching (peer teaching)

Interactive and Guided Class Discussions.

Choice Boards to allow students to be in charge of their own learning

Jigsaw activities

I do, we do, you do.

Giving students a choice of hand-on activities (e.g., using various math manipulatives)

Having each students explain how to solve a problem to their partner/ small group (e.g., a jigsaw activity)

Choice boards

Math modeling tools

Gradual Release Model (I do, we do, you do)