Differentiated Instruction
Some Ideas to Try...
- Keep learning and assessment for all students focused on essential to know concepts and skills (state and district standards)
- Differentiate instructional support systems, but not expectations for student learning.
- Ensure learning experiences and types and agree of teacher support are selected based on a task analysis that includes and analysis of the skills and knowledge embedded in the task plus the level of understanding required by the task.
- Use an analysis of student readiness/background knowledge levels, interests and information processing styles to identify appropriate learning experiences and teacher support systems.
- Provide sources of information at various reading levels, in different languages, and in varying formats to match the needs of learners. See your Library Teacher!
- Engage all students in meaningful tasks that provide balance between skill building and meaning making.
- Provide a balance of student and teacher choice of working conditions, sources of information, methods of processing learning and demonstrating that learning.
- Use a variety of instruction approaches to include individual, small group and whole class instruction.
- Use flexible grouping: create groups based on a variety of factors, including readiness levels and interests
- Give students precise, public and prior guidelines for assignments, performance tasks, assessments and behavior
- Provide models or exemplars of products and teach and model processes.
source: Instruction for All Students pages 189-215 Just Ask Publications, ASK, Inc. @yourlibrary