20 Ideas for Differentiation

1. Form Groups using Jigsaw- I would use this with my students in small groups when covering a large amount of material. The material is divided into 3-5 parts and one student in each group is the “expert” on the portion of the material being learned. They will then share it with their group what they have learned. Each student will read their assigned material independently. I then will have the student meet with other small groups that worked on the same material and discuss what was most important and what needs to be taught to their groups. They then meet with their small groups and share what they have learned. Following with whole group discussion on the most important points.
2. Compare and Contrast Ideas using Think-Pair-Share- I will use this as opportunities for all of my students to respond and be involved during whole group discussions. I will ask or propose a problem the students need to think about giving them about 2-3 minutes to think of an answer or idea on their own. I then will have the students share, revise, and their responses by sharing with a partner. Next, we will have an open discussion to the whole group to share and compare answers and ideas.
3. Get Moving using Four Sides- I will post signs on each wall of the classroom that say, “Strongly Agree”, “Agree”, “Disagree”, and “Strongly Disagree”. With what we are learning about, I will take statements related to the concept I am teaching and have the students physically move under the sign that represents their opinion. I will give the students 1-2 minutes to talk with their groups on why they chose that place to stand.
4. Adapt Content by using Centers or Stations- These can be used to arrange various activities and assignments by level or difficulty or by interest.

By Academic Skill Level: Set up 3-4 experiments that deal with the same concept, but that vary in complexity. Lower-level students may work on the experiment with fewer steps while higher-level students work on a more complicated task.

By Learning Style: Set up stations focused on the same concept but designed for different modalities. Auditory learners may listen to a recording of text while visual learners examine maps and posters and kinesthetic learners use manipulatives.

By Interest: Set up stations focusing that provide additional information about and enrichment of specific components of the concepts being studied. Allow students to choose which component they spend their time working on.

5.  Adapt Content by using Reading Buddies- Pair each student with another of a different reading level (low with medium, medium with high) for partner reading and discussion. Also, pairing upper grade students with lower grade students, such as having a fourth grade class buddy up with a first grade class, provides reading practice for all students and can be fun and motivating for both groups.

Technology Ideas

6.  Create a video as a class on what we are learning about. Each student can take a section of what we are learning about (this will be broken down into 3-5 sections) and become the “expert” on the topic and present it in the video by using: https://animoto.com

7.  Students can create their own stories on what they have learned about by creating their own. For example they can make a story about relationships, friendship, bullying and emotions. This technology allows the student to change characters’ facial expressions to better show what sort of mood they are having by using: www.creaza.com

8.  Create your own podcasts on a topic you want your students to learn. I can go and search for links and add them to my podcast or sounds if my students are learning about something specific and I can relate a sound with it I can use: https://huffduffer.com

9.  I can create a poll within the first week of school on a getting to know the students and see what their favorite foods are, if they like a team sport, and this allows for them to see how many students in our class have similar interests by using: www.addpoll.com

10.  If I have a story that is related to the area of discussion or the lesson I am teaching I can play music related to the lesson, a story book, poetry readings to enhance the learning of the students using: https://archive.org

11. For ELL, I will break down in chunks information so ELL students can understand a little at a time but then continue to build their knowledge and understanding of the material being taught.

12. I can also give my ELL background knowledge with their native language to support them and allow them to bring together new information with something that is familiar to them. This will help my students decode the information; first by understanding their native language and then transferring that understanding into English.

13. Define key vocabulary, multiple-meaning words, and figurative language- I will combine this will audio and visual supports to help them understand the new vocabulary words being taught and used.

14. I can hold mini lessons to re-teach content and concepts for ELL to have a better understanding and to just make sure they understand the content and concept that was being taught. During this I need to make sure I speak slowly and clearly. Show my face because individuals who struggle in understanding want to see my face and lips to help them understand what is being discussed.

15. For reading differentiating for all my students including those with disabilities and ELL, I can provide multiple texts at varying reading levels for my students.

16. I can incorporate T-charts in my lesson to help my students with disabilities learn and compare/contrast important ideas being discussed.

17. Getting to know each one of my students and linking newly presented knowledge to previous understanding and interests. I can use know-what to know-learn charts that can have discussions and questions to help students use what they already know to understand the new information being learned.

18. Students that struggle with reading may find it helpful to see pictures and symbols to better understand what is being read or talked about. I can incorporate flashcards and pictures to teach sight words, safety signs, and new concepts.

19. For those of my students who struggled with transitions, I can help them be more successful by making a schedule of our daily activities and that student can move his object to the next task we will be doing that day. This way, if our day becomes hectic and the schedule changes, I can still set that student up for success and allow them to transition more easily to the next task. Also labeling objects around the room and correlate to the schedule.

20. For my assessment activities, I can allow alternatives to written tasks, such as drawings, fill-in-the-blank activities, questions and multiple-choice answers, pointing to the correct answers.