DIFFERENTIATION SCENARIOS 1
Differentiation Scenarios Assignment
Brandon Willmore
School of Education, Liberty University
Author Note
. DIFFERENTIATION SCENARIOS ASSIGNMENT I have no
known conflict of interest to disclose.
Correspondence concerning this article should be addressed to:
. Email:
DIFFERENTIATION SCENARIOS 2
Differentiation Scenarios Assignment
Scenario 1: Sherry
Scenario Sherry is a student who enjoys being asked to do things by the teacher, is eager
to fit in, and frequently speaks out in class. Despite her love for reading and a
vivid imagination, her comprehension skills are below grade level.
Learning
Deficiency or
Challenge
Sherry's academic struggle with comprehension may be attributed to a potential
difficulty in focusing and organizing her thoughts. Her enthusiasm for
participation and interaction with the teacher suggests a need for structured
routines to mitigate anxiety and enhance engagement. Additionally, her below-
grade-level comprehension skills may stem from attention challenges or a lack
of strategies to connect her imaginative mind to academic content.
Differentiation
Strategy or
Intervention
Structured Routine: Implementing a structured routine would be beneficial for
Sherry. By providing a visual schedule on her desk with words and pictures,
incorporating a timer for each subject, and using colors or symbols to represent
different parts of the routine, Sherry can gain predictability and reduce anxiety.
Research gives evidence to the fact that “looking at organizational skills as part
of a developmental learning process helps teachers understand that many
students may need support and instruction before they can assume
responsibility for their learning (Boller, 2020). Wherever a teacher can apply
more structure and organization in tasks given to Sherry (without singling her
out among peers), they should aim to do so. Using a more structured approach
to learning aligns with Sherry’s need for clear expectations and can improve her
organization and time management skills, and should naturally lead her to be
less distractions.
Engage the student: Given Sherry's inclination to speak out and her love for
reading, engaging her through personalized interactions and incorporating her
interests into lessons can significantly impact her academic performance. One
way to do this may come in the form of cooperative learning with her peers;
other options to achieve this could come through routine teacher-student
engagement that remains focused on the academic content with the aim of
keeping Sherry’s attention where it needs to be. This strategy aims to enhance
her participation, confidence, and overall connection to the learning process.
Help the student start Assignments: Given Sherry's desire to be a part of the
social environment, and the potential challenges in initiating assignments,
providing guidance and modeling can be beneficial. Explaining the first several
problems, having her read and explain directions, and talking through problem-
solving strategies together can help Sherry gain confidence and clarity. Any
way to hook Sherry’s attention at the outset of a task/ assignments is beneficial.
DIFFERENTIATION SCENARIOS 3
For example, creating songs or raps to break down tasks or approaching certain
problems can add a creative element to support her learning.
Implementation/
Progress
Monitoring
To implement the structured routine, the teacher can start by discussing the
daily schedule with Sherry, involving her in the process of creating a
personalized visual schedule. The teacher should consistently use the schedule
in class, asking Sherry to cross off completed tasks and providing gentle
reminders about transitions. Progress can be monitored by observing Sherry's
adherence to the routine and assessing her level of engagement and
comprehension during academic tasks.
Engaging Sherry involves building a positive rapport by greeting her
personally each morning, asking about her interests, and considering a lunch
date or written communication through letters. During instructional time, the
teacher can involve Sherry by incorporating her interests into lessons, calling
on her, and encouraging her to share her thoughts. Progress can be monitored
through increased participation, improved attention, and Sherry's overall
attitude towards learning.
In order to help Sherry get started, the teacher should be intentional
about explaining the initial problems, allowing Sherry to grasp the
methodology. Encourage her to express her thoughts and guide her through the
problem-solving process if she is not fully grasping. Teachers can use a wide
variety of creative approaches, such as songs or raps, to make the learning
experience more enjoyable. Beyond that, teachers should make an effort to
regularly assess her progress and adjust the level of support based on her
evolving needs.
Integrating these differentiation strategies into the classroom routine and
instructional methods can provide Sherry with the necessary support to
overcome comprehension challenges and actively engage in the learning
process.
DIFFERENTIATION SCENARIOS 4
Scenario 2: Jimmy
Scenario Jimmy, a 4th-grade student, displays hyperactive behavior and tends to dance
around the room during lessons. His academic performance in reading and
math is mediocre due to frequent distractions. The mother attributes his
behavior to the emotional turmoil resulting from his father leaving the family.
Learning
Deficiency or
Challenge
Jimmy's hyperactivity and distractibility may be linked to the emotional
upheaval caused by his parents' separation. These external stressors may affect
his ability to focus, concentrate, and engage in academic tasks, leading to
mediocre performance in reading and math.
Differentiation
Strategy or
Intervention
Alternative Modes of Completing Assignments: To support Jimmy's learning,
alternative modes of completing assignments can be implemented. Given his
hyperactivity, providing options such as drawing pictures, using a computer for
typing assignments, or recording verbal responses on a computer mic can
accommodate his need for movement and engagement. These alternative modes
aim to tap into different learning styles, making assignments more accessible
and enjoyable for Jimmy.
Breaking Down Assignments: Breaking down assignments into smaller,
manageable parts is crucial for addressing Jimmy's distractibility. This strategy
provides him with small, attainable goals, prevents feelings of overwhelm, and
fosters better focus. Breaking down assignments is recognized as a beginning
step in organizational skills training as defined by Britton-Rumohr and Lannie.
Their model of organizational skills training (OST) defines the organizational
skills as “the ability to organize materials, track assignments, manage time, and
plan tasks”, and each of these components can be practiced in the completion of
a single assignment (Britton-Rumohr, 2021). If a teacher can break down the
assignment more clearly for Jimmy, he will be able to get beyond the executive
tasks of the assignment and think more intentionally about the significance of
content. Techniques such as covering up parts of the assignment with a blank
sheet of paper, allowing breaks after completing portions, or verbally repeating
back task components can enhance Jimmy's ability to tackle assignments
systematically; the key is learning and routinely practicing these habits, and he
will need some formal training to develop organizational skills at the outset.
Offering Frequent Breaks, Errands, or Active Jobs: Given Jimmy's
hyperactivity, providing frequent breaks, errands, or active jobs can be an
effective intervention. This strategy allows Jimmy to release pent-up energy,
reset his focus, and engage in short, non-disruptive activities. Options like
having a laminated break card or allowing him to run short errands can serve as
a structured way to address his need for movement.
Implementation/ The teacher should discuss these alternative modes with Jimmy and experiment
DIFFERENTIATION SCENARIOS 5
Progress
Monitoring
with different options to identify the most effective one. Regularly collecting
and tracking data on Jimmy's response to each intervention will help gauge
progress over a minimum of 4 weeks. If needed, adjustments can be made
based on Jimmy's feedback and the observed impact on his engagement and
academic performance.
The teacher should introduce these strategies to Jimmy, explaining how
breaking down assignments can make them more manageable. Regularly
checking in with Jimmy, providing guidance, and monitoring his progress will
help assess the effectiveness of this intervention. Adjustments can be made
based on Jimmy's preferences and improvements observed over time.
The teacher should explain the break card system to Jimmy and the class,
emphasizing its purpose in maintaining a positive learning environment.
Implementing a hand-held timer and identifying a designated break area will
help streamline the process. Regularly monitoring Jimmy's use of breaks and
gauging their impact on his behavior and attentiveness will inform further
adjustments and improvements.
By incorporating these differentiation strategies tailored to Jimmy's
hyperactivity and emotional challenges, the teacher aims to create a supportive
learning environment that addresses his specific needs and fosters academic
success.
DIFFERENTIATION SCENARIOS 6
Scenario 3: Terrance
Scenario Terrance, a third-grade student, exhibits disconnection from school despite
being highly intelligent. He tends to follow along but doesn't consistently
complete his work, and there are instances where he appears to be feeling
down.
Learning
Deficiency or
Challenge
Terrance's academic challenge seems to be related to a lack of motivation or
engagement rather than a cognitive deficiency. His intelligence is evident, but
his inconsistency in completing work may be a result of a disconnection or
disengagement from the learning process. This disengagement may also
contribute to his occasional feelings of being "down."
Differentiation
Strategy or
Intervention
Rewards System: Implementing a rewards system can motivate Terrance by
providing tangible incentives for completing work. A Forced Choice
Reinforcement Menu can be administered to determine the types of rewards
that appeal to him. Creating a list of rewards based on his preferences and
allowing him to choose from it can give him a sense of control. Tracking his
progress using a star chart or school dollars system can further enhance his
motivation. Research has shown that “inclusion of a bonus score reward
scheme [can] increase the time and intensity students allocate to assigned in-
class activities” (Rassuli, 2019).
Working Relationship with Parents: Regular communication with Terrance's
parents is essential to form a collaborative partnership. Initiating calls or
leaving notes to inform parents of positive behaviors, academic achievements,
or improvements can build rapport. When discussing concerns, maintaining a
calm and neutral tone, focusing on solutions, and involving parents in the
decision-making process can foster a supportive relationship.
Completing Unfinished Work During Recess: To address incomplete work,
providing opportunities during recess can serve as a consequence that
promotes responsibility. However, it's crucial to implement this intervention
carefully, ensuring that it doesn't become a punitive measure. Clearly
communicate the expectations, establish a routine, and give Terrance choices
to complete his work during recess (days/ times he prefers). Prioritize a
structured and consistent approach to avoid power struggles.
Implementation/
Progress
Monitoring
Rewards System: Introduce the rewards system at the beginning of the school
year, involving the entire class to create a positive and motivating
environment. The teacher can administer the Forced Choice Reinforcement
Menu and display the reward list in the classroom. Progress tracking through
star charts or school dollars can be done daily or weekly, with rewards
distributed at the end of the determined period. If it can be determined which
reward system would help in motivating Terrence, teachers can then create
DIFFERENTIATION SCENARIOS 7
personalized yet simple and effective way to implement it consistently.
Working Relationship with Parents: Calls or notes to parents should be
consistent and focused on both positive and challenging aspects. Keep
detailed records of Terrance's behaviors and academic performance to share
during communication. Seeking parental input and emphasizing the strengths
of the child can contribute to a collaborative approach. Alternative methods,
such as contacting another staff member with a positive note, can also be
explored to reinforce positive behaviors.
Completing Unfinished Work During Recess: Before implementing this
intervention, provide clear warnings to Terrance about the potential
consequence. Establish a routine and communicate it clearly, offering choices
and maintaining a calm tone during discussions. If parents may be
confrontational, consider pre-emptive communication to explain the
intervention. Regularly monitor Terrance's progress and adjust the
intervention as needed to ensure its effectiveness without negatively
impacting students with legitimate challenges.
DIFFERENTIATION SCENARIOS 8
Scenario 4: Jackie
Scenario Jackie, a fifth-grade student, is facing challenges in math, specifically in
foundational skills such as operations. Her NWEA scores are low, and there's
uncertainty about consistent interventions in the past. Jackie's parents are
supportive but hesitant, as previous attempts haven't yielded significant
progress.
Learning
Deficiency or
Challenge
Jackie's struggle in math, particularly with foundational skills, suggests a gap
in her understanding of mathematical concepts. The lack of consistent
interventions and low NWEA scores indicate a persistent difficulty in
acquiring and applying essential math skills. The hesitancy from parents may
stem from prior unsuccessful attempts to address these challenges.
Differentiation
Strategy or
Intervention
Alternative Modes of Completing Assignments: Introducing alternative modes
of completing assignments can cater to Jackie's diverse learning style. Given
her struggles with foundational math skills, offering choices such as drawing
diagrams, using a computer, or acting out assignments can engage her more
effectively. The goal for the student with any assignment is to access key
content and make a meaningful academic connection. Differentiating the
process or product will allow students to “access the key content, skills and
concepts, and also allow opportunities for them to apply or impart their
existing knowledge, at whatever level” (Bagot, 2019). This approach
acknowledges that students learn in various ways. Giving Jackie more options
to complete her work will enhance her opportunity to understand and
complete tasks successfully.
Organize Materials Daily: Implementing a daily organization routine can
assist Jackie in managing her materials efficiently. This strategy aims to
address her potential disorganization, reduce time spent looking for materials,
and improve overall work completion. Providing visual checklists and
involving parents in supporting organizational habits can contribute to Jackie's
self-confidence and attending behavior.
Break Down Directions: Breaking down directions into smaller, manageable
parts is crucial to support Jackie's understanding and completion of math
tasks. This approach recognizes that some students, especially those dealing
with ADD/ADHD, may feel overwhelmed by complex instructions. By
simplifying language, re-reading directions, and involving Jackie actively in
the process, she can focus on specific goals, enhancing her comprehension
and follow-through.
Talk one-on-one with the student: Engaging in one-on-one conversations with
DIFFERENTIATION SCENARIOS 9
Jackie can provide insight into her thoughts, feelings, and potential barriers to
learning. This approach creates a private and serious space to discuss her
challenges, allowing for a more open and honest exchange. It also provides an
opportunity to address personal problems, behavioral issues, or concerns that
may not be disclosed in a classroom setting.
Implementation/
Progress
Monitoring
Alternative Modes of Completing Assignments: Introduce alternative modes
at the beginning of math lessons, allowing students, including Jackie, to
choose the method that suits their learning style. Progress can be monitored
through completed assignments and ongoing feedback from Jackie about her
preferred modes.
Organize Materials Daily: Incorporate a daily organization routine into the
class schedule, ensuring that Jackie and her peers follow the set procedure.
Provide one-on-one support if needed and encourage parental involvement in
reinforcing organizational habits. Regularly check and adjust the effectiveness
of the routine based on Jackie's improvement and feedback.
Break Down Directions: Implement the strategy of breaking down directions
during math lessons when complex tasks are presented. Regularly check in
with Jackie to assess her comfort level and understanding. Adjust the level of
support based on her progress and seek feedback to refine the approach
continually.
Talk One-on-One With Student: Identify appropriate times to have one-on-one
conversations with Jackie, particularly after challenging math lessons or
behavioral incidents. Approach the conversations with empathy, keeping the
tone neutral and focused on solutions. Use reflective listening, ask open-ended
questions, and provide alternatives to address specific issues or concerns.
Regularly revisit the one-on-one approach to gauge its impact on Jackie's
academic and behavioral progress.
DIFFERENTIATION SCENARIOS 10
Scenario 5: Marie
Scenario Marie is a quick learner who excels in reading and writing, operating above
grade level. She displays natural leadership qualities and a strong adherence to
rules and moral values. However, she often finishes her work rapidly and
efficiently, indicating potential boredom with the schoolwork. Ultimately,
Marie’s gifted ability/ intelligence presents a need to give her content/
coursework that will be more of a challenge for her.
Learning
Deficiency or
Challenge
Marie's academic challenge, from the teacher’s standpoint, lies in the lack of
stimulation and engagement with her schoolwork stemming from the fact that
she performs above grade level and learns very efficiently. Her quick grasp of
concepts and leadership qualities may result in boredom when presented with
materials that do not sufficiently challenge her. This boredom might manifest
as a disinterest in the given tasks, potentially hindering her academic and
behavioral engagement.
Differentiation
Strategy or
Intervention
Speak to Student Interests: Recognizing Marie's interest in excelling and her
natural leadership qualities, incorporating project-based learning options
aligned with her passions can be beneficial. In the area of engaging student’s
interests, psychologist Kazimierz Dabrowski uses the term ‘overexcitabilities’
to “describe an intensified manner of experiencing and responding to the
stimuli in the psychomotor, sensual, intellectual, imaginational and emotional
areas” and asserts that “when combined with talents, abilities, intelligence and
capacity for inner transformation, overexcitabilities form an individual’s
developmental potential” (Yakmaci, 2019). Allowing her to choose the
complexity level of projects can foster a sense of autonomy and engagement.
Additionally, understanding Marie's emotional intensities, as identified by
Dabrowski's overexcitabilities, can help tailor learning experiences that align
with her unique sensitivities, fostering creativity and imagination.
Offer the Most Difficult Content/Questions First: Acknowledging Marie's
quick learning ability, presenting the most challenging content or questions
first can cater to her need for intellectual stimulation. Allowing her to
demonstrate mastery by completing the most difficult tasks first and providing
extension activities for further exploration can keep her academically
engaged. This strategy aligns with the idea of compacting the curriculum for
high-ability students.
Plan for Tiered Learning: Implementing tiered learning involves planning
lessons or units at different difficulty levels. This strategy caters to Marie's
advanced skills by providing challenging tasks at the entry, advanced, and
extension levels. Planning in this manner allows for efficient use of time, as
DIFFERENTIATION SCENARIOS 11
the tiered resources can be reused. This may require more work up fron on the
part of the teacher, but it can be crucially impactful in getting/ keeping the
student engaged, and once they’ve taken enough of interest in their
independent studies, they can be afforded more liberty to continue their efforts
in more of a self-sufficient way. This approach aligns with the concept of
teaching up, challenging advanced learners and providing appropriate support
for struggling students simultaneously.
Implementation/
Progress
Monitoring
Speak to Student Interests: Introduce project-based learning options aligned
with Marie's interests during designated class periods. Monitor her
engagement and progress through regular check-ins, peer collaborations, and
presentations. Adjust project choices based on her evolving interests and
passions.
Offer the Most Difficult Content/Questions First: Incorporate the "Most
Difficult First" strategy during math lessons. Monitor Marie's completion of
challenging tasks and provide extension activities as needed. Regularly assess
her understanding and adjust the difficulty level of tasks to maintain her
academic engagement.
Plan for Tiered Learning: Develop tiered lesson plans that cater to different
difficulty levels. Implement these plans during regular class activities.
Monitor Marie's performance, seeking feedback on the level of challenge.
Adjust tiered resources based on her progress, ensuring ongoing engagement
and academic growth. Encourage peer collaboration within different tiers to
foster a supportive learning environment.
DIFFERENTIATION SCENARIOS 12
References
Bagot, E., & Latham, R. (2019). Teaching from an Overflow: Develop, Deliver, Differentiate:
Tried and tested techniques, combined with a love of history, make differentiated
instruction rewarding for teachers as well as students. Agora, 54(2), 27–32.
Boller, B. (2020). Teaching Organizational Skills in Middle School: Moving toward
Independence. Clearing House, 81(4), 169–171. https://doi.org/10.3200/TCHS.81.4.169-
172
Britton-Rumohr, D. J., & Lannie, A. L. (2022). Adapting an Evidence Based Tier 3
Organizational Skill Intervention to Improve Classwide Organizational Skills. Journal of
Applied School Psychology, 38(2), 123–147.
https://doi.org/10.1080/15377903.2021.1911898
Rassuli, A. (2018). Engagement in Classroom Learning: Creating Temporal Participation
Incentives for Extrinsically Motivated Students Through Bonus Credits. Journal of
Education for Business, 87(2), 86–93. https://doi.org/10.1080/08832323.2011.570808
Tier 1 interventions. PBIS World. (n.d.). https://www.pbisworld.com/tier-1/
Yakmaci, G. B., & Akarsu, F. (2006). Comparing overexcitabilities of gifted and non‐gifted 10th
grade students in Turkey. High Ability Studies, 17(1), 43–56.
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