Content

1 - Pre-Assessments: Gauge student understanding on the subject prior to the lesson being delivered.

2 - Diverse Content: Utilize content that will appeal to as many students as possible and directly ties into the lesson.

3 - Vocabulary: Give students a set of vocabulary words to learn ahead of the lesson so they can fully comprehend the lesson.

4 - Learning Stations: Set up different stations in which students receive information from the lesson in different ways. (Auditory, Visual, Hands-On)

5 - Appropriate Reading Levels: Use content that is at a level appropriate for students. Challenging but not impossible.

Process

1 - Cooperative Learning: Students may find it better to work in partners, small groups, or tables, holding each other accountable alongside the teacher.

2 - Graphic Organizers: Students may learn better when made to create visual representations of the lesson.  Affords them greater control of their learning.

3 - Real-Life Examples: Correlating the concepts of a lesson to the real world may help students create those connections and better retain the information.

4 - Audiobooks: For students who struggle reading a textbook, an audiobook version may better help them understand the concepts being taught.

5 - Think-Pair-Share: The Think-Pair-Share strategy may be used to allow students to engage critical thinking skills and discuss the lesson with their peers.

6 - Textbooks: For students who thrive by reading and moving at their own pace, a textbook may be a positive element for their learning.

7 - Interactive Assignments: For students who like to work online,  an interactive assignment may be a way for them to better receive instruction.

8 - Videos - For students who prefer seeing things over reading and hearing, a video may help them better grasp the contents of the lesson.

9 - Hands-on Activities - For students who work best with manipulatives, a hands-on activity may help them retain what is being taught.

10 - Jigsaw Strategy - Also known as the "expert" strategy, students work together to understand concepts and then teach those concepts to one another.

Product 

1 - Book Reports - Primarily aimed at students who learn best through writing. Include different options for the book report rather than only one option.

2 - Games - Create some form of game that correlates to the lesson and have students play the game with the win conditions being what satisfies comprehension.

3 - Group Projects - For students that work better as a group, provide options for group projects with different tasks which students can take on for themselves.

4 - Journaling - Aimed at students who retain information by writing it down, allows them to write down their thoughts on the lesson.

5 - Visual Artwork - For more creatively oriented students, turn a book report into a graphic novel or other form of artwork that students can create.

Affect and the Environment

1 - Small Groups: For students who do better in smaller settings and can focus without others around them.

2 - Individual Work: For students who thrive working independently and can demonstrate comprehension through individual work.

3 - Quiet Spaces: For students who work best in calm environments, a quiet space may be beneficial for their learning.

4 - Mini-Lessons: For students who may get overwhelmed during a lesson, breaking it down may support their learning better.

5 - Peer Reviews: For students who appreciate feedback and support, working with a peer may better support their learning.

Instructional Strategies 

1 - Dzaldov, B. S., & Mandelker, J. (2023). MAKING A DIFFERENCE THROUGH DIFFERENTIATED INSTRUCTION: INCLUSIVE STRATEGIES FOR DIFFERENTIATED INSTRUCTION IN THE MATH CLASSROOM. Ontario Mathematics Gazette, 61(4), 43–48. https://uh.primo.exlibrisgroup.com/permalink/01UHO_INST/1v72ge8/cdi_proquest_journals_2822802192, MAKING A DIFFERENCE THROUGH DIFFERENTIATED INSTRUCTION: INCLUSIVE STRATEGIES FOR DIFFERENTIATED INSTRUCTION IN THE MATH CLASSROOM - ProQuest 

This article from the Ontario Mathematics Gazette centers its differentiated instruction strategies on a single teacher assisting a single student through differentiated instruction. Throughout the article, the author explains the different strategies and methods used to support the student, as well as providing alternatives in the ways teachers can adapt their classform to fit with the standards of differentiated instruction.

2 - Cook, R. (2008). ESSAY--Strategies for Differentiated Instruction. Journal of the American Academy of Special Education Professionals, 92-. https://uh.primo.exlibrisgroup.com/permalink/01UHO_INST/1v72ge8/cdi_eric_primary_EJ1139305 EJ1139305.pdf (ed.gov) 

This article by Rachael Cook emphasises the use of differentiated instruction by correlating it to the student's Zone of Proximal Development. Within the article, cook highlights various strategies that can be implemented in the classroom, before breaking it down even further. Cook goes on to explain the use of strategies in different settings including individual instruction, group work, or whole class instruction. 

3 - Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A Framework for Differentiating Classroom Instruction. Preventing School Failure, 52(2), 31–47. https://doi.org/10.3200/PSFL.52.2.31-47 

In this article, the focus lies on the implementation of differentiated instruction in a way that prevents it from becoming dysfunctional or ineffective. It highlights strategies that can be put in place for the system to work in the most effective way and can include all students within the classroom.