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Differentiation For

This document outlines strategies for differentiating instruction for students with various learning needs, including students with learning disabilities, English language learners, students with ADHD, and deaf students. It suggests differentiating by checking for understanding, varying presentation modes, breaking tasks into manageable parts, providing study guides and outlines, using visual supports, allowing for collaborative work, explicitly teaching vocabulary and concepts, providing structure and organization, and giving frequent feedback. The strategies are intended to make material more accessible and comprehensible for diverse learners.

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54 views2 pages

Differentiation For

This document outlines strategies for differentiating instruction for students with various learning needs, including students with learning disabilities, English language learners, students with ADHD, and deaf students. It suggests differentiating by checking for understanding, varying presentation modes, breaking tasks into manageable parts, providing study guides and outlines, using visual supports, allowing for collaborative work, explicitly teaching vocabulary and concepts, providing structure and organization, and giving frequent feedback. The strategies are intended to make material more accessible and comprehensible for diverse learners.

Uploaded by

api-340960709
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Differentiation for students with learning disabilities:

 Frequent checks that students understand instruction


 Providing overviews of lessons in chart form
 Varying the mode of presentation (oral, visual, activity-based)
 Cueing students to listen to, or make notes about, important points
 Relating material to students’ lives
 Making directions short and reinforcing oral instructions with visual cues
 Clarifying definitions and ensuring understanding by having students repeat
definitions
 Breaking a large topic or task down into manageable parts
 Using collaborative and co-operative learning approaches
 Preparing study guides of key words and concepts so students have clear notes from
which to study
 Colour-coded materials for organization
 Partially filled in tasks to guide students
 Tiered assignments and tasks that differ in reading demands
 Teaching concepts to the whole class and providing extra practice for those who
need it
 Advance organization and give explicit practice
 Teach more intensely to a small group of students
 Embed strategy instruction into large-group teaching
 Enhance content instruction for all students

Differentiation for ELL students:


 Providing opportunities for co-operative learning
o Brainstorming, think-pair-share, small group discussions, jigsaw
 Challenging concepts should be diagrammed or supported with pictures.
 And modeling the steps of a process or showing students what a finished product
should look like can go a long way toward helping students understand
 Make it visual
 Pre-teach whenever possible
 Sentence frames
 Activate background knowledge
 Explicit and contextualized vocabulary
 Many opportunities for practice and repetition of new vocabulary words
 Restate, paraphrase, and repeat instructions multiple times
 Pre-view and review key information
 Hands on learning
 Plan for a range of questions that promote strategic, critical thinking
 Create assignments that require students to think critically
 Frequent feedback
Differentiation for students with ADHD:
 Externalize forms of information (i.e. putting up steps to follow)
 Externalize time and structures needed for timeline
o Deadlines for daily progress toward assignment completion
 Externalize source of motivation
o Brain breaks at set times
 Make key information clear through bolding, colour-coding, or highlighting

Differentiation for deaf students:


 Pre-teach new vocabulary
 Periods of intense concentration interspersed with less demanding activities
 Providing vocabulary lists
 Post an outline of the class agenda
 Provide an outline of the topics and kind of work done in each unit and over the
term
 Provide an outline of a typical school day
 Use visuals in handouts
 Ensure that only one person is speaking at a time

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