DIFFERENTIATED INSTRUCTION STRATEGIES

Examples of Strategies for Differentiated Instruction

CONTENT PROCESS PRODUCT LEARNING ENVIRONMENTI II II II I Pacing of content based on Size and type of font Number of items required to complete Use of space in the classroom

student mastery (words, sentences) Curriculum compactinq Enlarqed text Use of rubrics/different rubrics Liqhting

Connection to real Use of word banks Guided templates/responses for writing Volume world/experiences

Closed response/one possible Provide a set of notes prior to Graphic organizers for responses Legitimate movement in the classroom answer question lecture/activity/discussions Chunkinq content Guided notes, outlines Response cards Visuals Pre-assessments Agendas Self evaluation Quiet area to reqroup

Reduce complexity of vocabulary Variety of activities to support content Checklists Affect – Students emotional needs – single simple concrete words

("an arduous journey" – to "a hard trip"

Reduce complexity of reading Models, demonstration Stand up/Sit down Pacing of lesson – longer assignments materials to shorter assignments

Depth and breadth of content Reading aloud strategies Thumbs up/Thumbs down Flexibility of lesson activities Scaffolding on background Popsicle sticks Tests in different formats, over a period Bathroom and physical needs

knowledqe of days, or sections in different order Interest inventories Peer learning activities Alternate projects or assiqnments Use of leqitimate movement

Learning styles Grouping during cooperative learning Answer fewer or different homework Individual contracts or test problems

Shortened passages Use of realia to support abstract concepts Use of calculator, spell checker, Specialized grouping for learning computer activities

Specific types of questions for Learning Centers Tiered activities Point sheets, behavior contracts, other certain students PBS in the school

Multiple Intelligences Survey Manipulatives specific to student needs Learning Contracts ,Modify student workspace – (size, location, traffic areas, standing, sitting on

floor) Lessons in study skills and Use of information from interest Performance monitoring charts Keep instruction short over a period of

organization inventories and Ml Surveys to determine time- appropriate process ranging from 5 – 15 minutes for G 1-7

5 – 40 minutes for G 8 – 12 Maintenance and review of Color highlighting, post its Handout – "Quick Summarizing Use lecture pauses encourage

previously learned skills Strategies to Use in the Classroom" responses Teacher clarity; reduce teacher Technology specific to student(s) needs Build fluencies with graduated levels of Very rate of speaking and voice columns

talk suooort for practice and performance Teacher knowledge of content Use of color, highlighting, graphic Vary methods for response and Stretch breaks, jumping jacks, yoga

orqanizers to orqanize information naviqation movements Provide different materials for Use timers to help time management Optimize individual choice making and Use chants and songs for movement,

readiness levels autonomy transition Teacher awareness of student Frequent breaks; allow legitimate Develop self assessment and reflection Premack principle

learner profiles movement