Final Project

Type of differentiation

Subject

How I’ll use the strategy

Student grouping

Compacting

Mathematics

Assessing student knowledge through a pretest.

Creating a plan for mastering all parts of the curriculum and enrichment activities (Benjamin, A., 2014)

Individually according to a student’s learning profile

Tiered assignments

Social Studies

Tiering assignments based on tiered challenge level, complexity, and processes

Tiered assignments guided by Bloom’s Taxonomy (Sousa, D.A., 2009)

Dividing students into small groups according to their readiness level

Independent study

Science

Letting the students to choose the topic of study but help them in choosing it.

Ensuring they are proficient in the skills required to complete the study

Laying out expectations of the study to help the student stay on track

Individually according to their personal interests

Learning contracts

English

Pre-testing students about basic knowledge in the course

Specifying in writing the task to be completed, the rubric and consequences for not meeting the task

Specifying the time period for the task (Knowles, M. S. 1991)

Individually based on the student’s readiness level

Learning centers

Mathematics

Creating differentiated learning stations

Giving each student relevant physical objects to use when solving questions

Providing spreadsheets requiring students to manipulate data

No mandatory rotations for students, they can switch stations if they feel the need

Pairing students or grouping them into small groups

Choice boards

Social Studies

Identifying the most important elements of the unit

Interviewing students on the exercises that help them remember key points

Creating negotiables which expand upon the minimum understands of students. These negotiables go beyond the basic levels of Bloom’s Taxonomy (Wormeli, R. 2018)

Individually according to a student’s interest or learning style

Adjusting questions

Science

Using Bloom’s Taxonomy to develop queries from the basic to more advanced

Using task cards where each card has a single query

Individually according to a student’s readiness or ability level

Flexible grouping

Mathematics

Differentiating engaging activities for each group

Give specific instructions about tasks that groups must perform and set specific time limit for students to complete their group work

Continually assessing the groups and moving students into appropriate groups (Opitz, M. F. 1998)

Small groups based on students’ learning profiles and interests

Pre-teaching

Science and Social Studies

Using visual records such as anchor charts, lists, graphic organizers and symbols

Building text-specific knowledge and suggesting comprehension strategies

Relating the topic to students’ personal lives

Small groups according to students’ learning abilities

Re-teaching

Mathematics

Modeling

Using relevant physical objects for the subject

Incorporating charts and illustrations

Running literature circles

Small groups according to students’ learning abilities

Response to intervention

Mathematics and Science

Teaching the entire class in the most effective ways

Adding time and resource materials to a small number of students who do not learn from step 1

Having special classes and individual tutoring that is more resource intensive for a smaller group not learning from steps 1 and 2 (Riccomini, P. J., & Witzel, B. S. 2010)

Large group of students