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Type of Differentiation

Subject

Use

Grouping

Supporting Fact

Compacting

Math

This strategy will be used to provide more individualized attention to students who need it; including gifted students as well as students with special needs. This strategy allows for students to learn what they need to know without having to review concepts that they have already mastered.

One-on-One

According to Tomlinson, compacting, “eliminates boredom and lethargy resulting from unnecessary drill and practice (2001, pp. 98).

Tiered Assignments

Science

This strategy will be used when my pre-assessment has shown that students are on different levels of understanding within the same assignment, where one group may fully understand and are ready to move on to the next level and another group may understand half the concept and the last group is completely lost.

Small Groups

Tomlinson stated that tiered assignments, “Allows students to work with appropriately challenging task” (2001, pp. 101).

Independent Study

Reading

This strategy will be used to improve the reading levels of student by uncovering their weaknesses weather that be comprehension or pronunciation and setting independent goals for the student to improve. This strategy will also be used to support students who are gifted in order to expand their knowledge and not hold them back academically.

One-on-One

“Teaches planning and research skills at advanced levels” (Tomlinson, 2001).

Contracts

History

This strategy can be used for a student that is gifted, in the middle or for a student that is behind. This strategy provides a more individualized approach all while giving the student freedom and teaching them responsibility. This strategy allows for the student to have control of their learning and include their interest; all while meeting the teacher’s criteria.

One-on-One

Contracts “Build on student’s interest” (Tomlinson, 2001).

Learning Centers

Math

This strategy will be used in order to create a more multiple learning style classroom atmosphere where teachers will be able to present curriculum in several ways and on several levels that will ensure that all student master each concept. Learning centers also allow for teachers to work with students in small groups as well as independently.

Small Groups

According to Tomlinson,” Teachers can adjust learning center task s to readiness levels or learning styles of different students (2001, pp. 103).

Choice Boards

Reading/

English

This strategy will be used to allow students the freedom to complete their assignments their own way (in a sense). The choices that this strategy provides allows for students to remain interested in the subject being taught without the assignment feeling repetitive.

Large Groups

According to The Art of Ed.com, “Each choice board should revolve around a single concept or learning expectation that you want them to focus on” (Cassidy, 2014).

Adjusting Questions

Reading/

English

This strategy will be used challenge students to think analytically. However these questions will be differentiated based on student skills and knowledge. It is vital to use Bloom’s taxonomy when constructing these questions. These questions should help students to think constructively and in-depth.

Large Group

In my research I found that, “A teacher-in class discussions, tests, and/or homework-adjusts the sorts of questions posed to learners based on their readiness, interests, and learning profile” (Adjusting Questions Fact Sheet, 2014).

Flexible Grouping

Science

This strategy will be used in order to place students in small groups without one group feeling inferior or vice versa. This strategy will be used for students to take part in science experiments with different groups and ideally “bounce” ideas off their peers in order to gain a clearer understanding. The great this about these groups is that they can change constantly.

Several Small Groups

Tomlinson stated that flexible grouping “allows students to work with a variety of peers” (2001, pp. 102).

Pre-teaching

History

This strategy will be used for English language learners and students that require more assistance in this particular subject. These students will be pulled to receive a better understanding of the subject that will be taught in a large group.

Small Groups

“Pre-teaching works well for English Language Learners as well as specific ability groups of students” (Gutman, 2014).

Re-teaching

Math

This strategy will be used after students have been assessed and have demonstrated that they have not grasped the lesson being taught. Depending on how many students fall into this category with determine if they students are pulled in small groups or one on one. During this strategy the learning style of the student will be used to ensure that they master this concept.

Small Groups or One-on-One

“The role of the teacher is to present the lesson in a different way to help the students to understand. Different strategies may include music, manipulatives, movement, pictures, realia, or any other material to help the students with learning the concepts” (Gutman, 2014).

Response to Intervention (RTI)

This strategy will be used to identify students that may be falling behind or may require special education services early on. This strategy will be put into place as early as an issue is recognized in order to proactively address the student’s needs.

One-on-One

“It is an early intervention strategy that seeks to prevent failure” (Gutman, 2014).