Question or Topic:

“I think we have decided on enrichment best practices for students who are understanding the material we are going over.  Do you need more specific information or something else from us?”

What:

Effective teachers design learning experiences that respond to their students’ needs/readiness, interests, and learning preferences. They are ready to add depth and complexity to a task when they see that some students have achieved early mastery and are ready for a greater challenge. They also have ideas ready for how to scaffold the lesson to provide a struggling student with sufficient support tailored to the student’s needs. These differentiated strategies are part of the art and science of great teaching.

Why:

There are many compelling reasons for teachers to differentiate instruction. Our classrooms are filled with diverse learners and their unique brains. A traditional “one size fits all” approach will not likely be effective for many of the students. Initial instruction should include variety and pluralized strategies. With novelty and multimodal real-world tasks, more students will be engaged. When the lessons “fit” with the students’ preferences or challenge levels, they build confidence and are more likely to stick with it, even during a struggle.

How/Resources:

• What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom - The Resilient Educator

• Templates and Ideas for Making Differentiated Choice Boards - TCEA Tech Notes

• A Starter Kit for Differentiated Instruction - The Cult of Pedagogy

Overview:

Sample Adjustable Lesson

• Example: Adjusted Task/Activities Ideas for below grade level/ on grade level / above grade level

• Example: Differentiation Ideas

• Example: Strategies

• Example: Assessments and Evaluation Ideas

Question or Topic:

“We discussed today at PLC about engaging and enriching our higher-level students by challenging them to higher standards for assignments on our choice board. For example, if the global requirement for a Quizziz is 75%, the standard for a select few might be 85%.

I am hoping we can ‘level up’ our higher-level students and not ignore them every day as most of our time is taken by those that need it most.”

What:

Effective teachers design learning experiences that respond to their students’ needs/readiness, interests, and learning preferences. They are ready to add depth and complexity to a task when they see that some students have achieved early mastery and are ready for a greater challenge. 

Why:

There are many compelling reasons for teachers to differentiate instruction. Our classrooms are filled with diverse learners and their unique brains. A traditional “one size fits all” approach will not likely be effective for many of the students. Initial instruction should include variety and pluralized strategies. With novelty and multimodal real-world tasks, more students will be engaged. When the lessons “fit” with the students’ preferences or challenge levels, they build confidence and are more likely to stick with it, even during a struggle.

How/Resources:

• What Differentiated Instruction Is and ISN’T - Tomlinson Book (Chapter 1)

• Templates and Ideas for Making Differentiated Choice Boards - TCEA Tech Notes

• Teaching Strategies That Support Students’ Individuality - Edutopia Article