Differentiated Instruction

and Accommodations for

Struggling Learners:
The How
Before we get started…

Lay the Groundwork

Increase Student Focus
 Increase Attention

http://www.coloradoedinitiative.org/wp-
content/uploads/2014/08/CEI-Take-a-Break-Teacher-
Toolbox.pdf

Add an intriguing object

Foster curiosity
 A story
More Hooks
An analogy

Props

Survey
*INQUIRY BEFORE INSTRUCTION
Skit…

48 / 4 3 = 4 5
916 / 912 = 94
2510 / 259 = 251

https://www.teachingchannel.org/videos/
Hook Stations
hook-stations
 Increase Attention

Varying the Where

 Laying the groundwork
for DI
Whole (or small group)
Instruction
Strategies
Laying the
groundwork…
Provide structure

Clear expectations

Give students choices

Engage their passions

Build on a familiar strategy

 Laying the
groundwork…
Strategies for Differentiation that are proven to work:

Station Rotation

Project based learning

Other struggling learners
 Differentiating
Flexible
Instruction
Grouping
Allowing students to work in differently mixed groups depending on
the goal of the learning task at hand. Movement among groups is
common, based on readiness on a given skill and growth in that skill
(Tomlinson, 1999).
 Strategies to help make group work
successful
*Create Pods with Student Captains

*Create hand-outs for common questions

*Leverage your students’ strengths within the groups

Or use the Jigsaw Strategy

Strategies for Differentiation : Whole Group
Strategies for Differentiation

What do I see? What do I hear? What did I do?

Video of Plessy “Swing Low” Mock trial

v. Ferguson
Strategies for Differentiation : Whole Group
Connect it to
today

Memegenerator.n
et

gifs
Strategies for Differentiation

“…adding art and design into federal

programs that target Science, Technology,
Engineering and Math (STEM) fields,
encourages innovation and economic
growth in the United States.“ Representative
Jim Langevin (D-RI)
Strategies for Differentiation: the Arts

Classic paintings or
Vivid photographs
 Strategies for Differentiation: the Arts

Process Product
Strategies for Differentiation: the Arts
The Arts…Not just for science, technology,
engineering and math!
Take snippets of songs & teach:
Metaphors - "My Girl" by The
Temptations, "Bitter Sweet Symphony" by
The Verve
Similes - “God’s Love is Like a Hurricane”
Hyperboles - "Ain't No Mountain High
Enough" by Marvin Gaye
Rhyming Schemes - "Can't Take My
Eyes Off of You" by Frankie Valli
Music helps create a classroom
environment of creativity, but I
would also add that it helps make
the brain more receptive to
deeper critical thinking. Music
opens up neurons, opens doors in
your brain that create a kind of
loft space receptive to learning.
edutopia
Strategies for Differentiation

Tiering

Tiered instruction is a means of teaching

one concept and meeting the different
learning needs in a group.
 Tiering:
The meat and potatoes of
Differentiating Instruction”
Carol Tomlinson
Why We Tier:
*Addresses a student’s level of readiness
Readiness is:
*meeting your students where they are
.
*It’s recognizing what they know and what their abilities are NOW

Optimal learning takes place when

a student is moderately challenged.
Tiered assignments should be:

-Different work, not simply more

or less work
-Equally active

-Equally interesting and engaging

-Fair in terms of work expectations

and time needed

-Requiring the use of key concepts,

skills, or ideas
 Tierin
g
Differentiated Online Texts and Support

ReadWorks.org
StepReads are less complex versions of their articles
to help your whole class:
*gain the same important knowledge
*learn the same key vocabulary words
Digitalhistory.uh.edu *read about the same number of words

Castsciencewriter.org (for writing labs)

Gutenburg.org (57,000 free ebooks)
http://www.heartlanded.org/fdlrs/documents/DI_Websites_Apps.pdf
Tiering
Strategies for Differentiation: Adjustable Assignments

Interactive notebooks
Basic Tiered Activity Example:
Completing a Character Map

Tier 1: Describe: -How the character looks

What the character says
How the character thinks or acts
The most important thing to know about
the character
Tier 2. Describe: -What the character says or does
What the character really means to say or do
What goals does the character have
What the character would mostly like us to know
about him or her
What changes the character went through

Tier 3. Describe: -Clues the author gives us

about the character -Why the author gives
these clues -The author’s bottom line about
this character
 Adjustable Assignments

Choice Board Activity

Unit/Theme: __________________________

Write a poem about two Draw a picture of the main Compare one of the main
main events in the story character, and then write settings of the story to the
ten words that describe the setting where you live
main character

Design a comic strip that Pick five vocabulary words Write a test/quiz for the
shows the sequence of you found interesting. Use book. Include 10 questions.
events in the story them in a different Create an answer key.
sentence.

Pick 5 events. Write cause Pick a scene that is Create a graphic organizer:
and effect statements for described in detail in the compare/ contrast two
those events. story. characters in the story.
 Adjustable Assignments
Menu Planner

Menu: ________________________________________________
Due: All items in the main dish and the specified number of side dishes
must be completed by the due date - ________. You may select among
the side dishes, and you may decide to do some of the dessert items, as well.
Main Dish (Complete all)
1.
2.
3.
Side Dish (select _________ )
1.
2.
3.
Dessert (Optional)
1.
2.
3.
Adjustable Assignments
 Scaffolding
Breaking down the material into bite size chunks

Form a bridge between

what they and what they

already know cannot do on
their own
 Scaffoldi
“Think aloud” ng
Tangible
reminders
of strategies

Project-based
learning**
 Scaffolding
When your students are struggling
with writing poetry, have them:

Write "chance" poems

Magnetic or newspaper words-pick

and write

Have your students create "redacted"

poems. "Redacted" poems are similar to "chance"
poems, except they cross-out (or redact) words on a
page
 Scaffolding:
Anchor Charts
Scaffoldi
ng
Reader’s
Theater
And when they are ready, the scaffolding is
removed…
An eye/brain trick. Stare at this picture carefully and
you will see this man turn his face.
Individual Instruction Strategies
& Accommodations
 Individual Scaffolding

We activate prior knowledge,

We do guided reading,
We give rubrics,
But sometimes it helps to see
what is expected to happen during their
lesson…
 Individual Scaffolding

Struggling Readers: How to make student responsible for

checking his own comprehension

Stop-and-Check strategy
Place sticky notes at various stopping points

Student is responsible for stopping at each sticky note.

He retells what has happened since the previous sticky note.

Give feedback initially

Begin asking, “What do you think—did you understand that part? Should
you go back or continue reading?”

Student places the sticky notes himself.

The goal: The student uses this stop-and-check

strategy independently.
Accommodations
“To make fit”, in order for students to be able to fully
participate in the classroom.
Accommodations

Preferential
Seating

Organizational strategies that assist understanding

Digital graphic organizers:

Inspiration/Inspiration Maps

Draft:Builder

Mindomo
Accommodations
Other organizational aids

Laminated “To Do” list

on the student’s desk
or in his notebook
 Accommodations
Digital formats
for reading

Extended time to
complete assignments

Special note paper

Accommodations
Use tools to help increase
focus

Fidget Rules
Accommodations
Use visual supports
Accommodations
Other visual supports:
Ask the student to re-tell stories and re-state directions
*Take one bite at a
time
Start
*Thesesmall,
are and do it have to use
tools-don’t
well
them all
at once
*Work together, not
alone: Collaboration!

*Pray!
 Summary
*Offer flexible ways of learning

(You don’t have to teach 12 different

ways to reach all your students.)

*Emphasize multi-sensory

*Offer assignment options

*Use accommodations & tools where necessary