Di Planning Tool Template Page 2

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Content Specific Differentiation Strategies
Accommodations change how a
Modifications change what a student
student learns the material
is taught or expected to learn.
STEM Accommodations/ Modifications
Assessment Accommodations/
Literacy/ Language –based
Modifications Tests
Accommodations/ Modifications
• Introduce concepts using real life examples whenever possible
• Go over directions orally.
• Don’t worry about perfect calculations when teaching a concept-focus on the process first
• Teach the student how to take tests (e.g., how to
• Provide student with an easy to read dictionary of required math terms
review, to plan time for each section).
• Teach key math terms separately and allows students to develop math concepts first
• Provide a vocabulary list with definitions.
• Include drawings and examples to illustrate the meaning of terms
• Permit as much time as needed to finish tests.
• When teaching abstract concepts, use drawings, diagrams, and visual demonstrations to establish a
• Allow tests to be taken in a room with few distractions
• Provide alternative books with similar concepts but
concrete relationship
varying reading levels
(e.g., the library).
• When demonstrating concepts use color coding to focus student attention
• Have test materials read to the student, and allow oral
• Provide summary of text or chapter
• Highlight similar math operations to help students focus on the operation (ex. multiplication in blue,
• Provide student with list of discussion questions before
responses.
• Divide tests into small sections of similar questions or
division in green).
reading the material
• Cluster similar problems into groups
• Use oral and printed directions
problems.
• Teach fact families and build fluency with games and challenges
• Use recognition tests (true-false, multiple choice, or
• Teach students to highlight each operation in mixed-operation worksheets
Utilize Scaffolding Complex Text Strategies
matching) instead of essays.
• Model math problems using manipulatives whenever possible and have them available for students
• Allow the student to complete an independent project
Front-End Scaffolding
when needed
as an alternative test.
Posted learning target
• When teaching number lines-use tape or draw a number line on the floor for students to walk on .
• Give progress reports instead of grades.
Visual cues
• Grade spelling separately from content.
(This assists students with directionality too.)
Identifying, bolding, writing in margins
• Enlarge worksheets/assignments on copier to give more writing space
• Provide typed test materials, not tests written in
Read passage aloud
• Put boxes around each problem to visually separate them
Chunk information
cursive.
• Use manipulatives whenever possible (coins, counters, grouping rings)
• Allow take-home or open-book tests.
Numbering paragraphs
• Allow use of number lines
• Provide possible answers for fill-in-the blank sections.
Pre-highlighting essential information
• Allow use of a multiplication chart
Eliminate need to copy information
.
• Provide the first letter of the missing word
• Use large graph paper to assist with proper alignment of columns of numbers
Provide definitions of or pre-teach vocabulary
• Simplify and rephrase vocabulary in word problems
Back End Scaffolding:
Formative Assessments Strategies
HC
• Have students verbalize the process to you through classroom discourse
• Index Card Summaries/ Questions
Annotate text, sticky notes
• Hand Signals- rate understanding, self assessment
• Turn lined paper vertically so the student has ready-made columns
Sentence starters/ frames
• One Minute Essay
• Don’t penalize students with fine motor difficulty by requiring them to copy problems-focus on the
Heterogeneous groups to ensure fluent readers
• Analogy Prompt
math operations and allow them to use copied sheets
Highlight key words in task directions
• Web or Concept Map
• Work with students to create a STEM reference book that has easy to read information and
Design questions which build in complexity
• Misconception Check- present with common misconception, ask students whether they
illustrations of the concepts covered in class, i.e. journals
Peer partner to discuss answer first
agree, disagree, and explain why.
• Challenge student to do just one line of problems at a time
Identify and define vocabulary
• Student Conference
• Use memory devices (Order of operations: “Please Excuse My Dear Aunt Sally” for Parentheses,
Provide partially complete graphic organizers
• 3 Minute Pause- Students stop and reflect on new learning with discussion prompt
Exponents, Multiplication, Division, Addition, Subtraction)- only after they build
• Observational data: anecdotal records, checklists
After students have tried:
• conceptual knowledge
• Exit Slip
Examine model, have kids compare their work
• Allow calculators for students after they understand the number sense behind the work.
• Portfolio Check
Provide teacher think aloud
• Journal Entry
• Simple-function calculator
Review text together as class
• Choral Response
• Group talk/ classroom discourse
Useful links: Illustrative Mathematics:
https://
Read Works- CCSS aligned reading passages by Lexile
• One Sentence Summary
Differentiation in Science:
• Turn and Talk
• Oral Questioning- Ex. How does __________relate to ______________
• Idea Spinner- spinner marked with four quadrants, Explain, Predict, Summarize,
Useful Links to Resources:
Evaluate
Curriculum planning:
• Inside Outside Circle- Kids face each other and quiz each other on questions they’ve
Multi-Tiered Systems of Support (aka RtI) : National Center on Intensive Intervention:
created
Teach21- Examples and Resources for Formative Assessment
Differentiation tools, resources, and materials: DaretoDifferentiate:
Differentiation Central-Carol Ann Tomlinson foundational information, video links, etc:
Engage New Work-Protocols and On-going Assessment Activities
Tiered questions and lessons: Tiered Curriculum Project
https://
Electronic generator of DI strategies.

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