Everyday Differentiation
There are so many ways to
differentiate, from the complex multi-text tiered assignments with flexible
grouping (the “Martha Stewart”) to very low preparation options. A great list
of high and low preparation options can be found in Carol Ann Tomlinson’s How
to Differentiate Instruction in Mixed-Ability Classrooms. Here are some of my
favorite low preparation options:
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jigsaw
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multiple levels of questions
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homework options
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choice options
In the last week, I have employed
the following low preparation differentiation strategies to meet the diverse
needs of my students.
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I used a “Caught Ya” as my warm-up in class. A “Caught
Ya” consists of a few sentences with grammatical mistakes that students correct.
After reading the sentences, I usually give the students one hint about a mistake
that is easy to correct (“Look out for un-capitalized proper names!”) and one
hint about a mistake that is harder to find or correct (“For those of you who
want a challenge, we need a semicolon, too.”)
Ø
Homework choices that focused on either writing
or social studies content knowledge
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Student choice concerning which learning targets
I would assess
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My students summarized The Declaration of Independence
and then re-wrote it as a break-up letter to King George III. Every student
listened to a recording of the DOI and read along. They then chose different
options to rewrite the letter. As they started to take summary notes, some
students used the DOI with explanatory notes, some students used a simple
English version of the DOI, and some students used a Spanish version with
explanatory notes.
Ø
Multiple levels of questions. Williams Model is
an excellent source of questions for your TAG and highly capable students. (http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/uhsi3hstanzac.pdf)
BOTTOM LINE: Low
preparation differentiation is a great way to get started immediately to meet
the needs of all the students who will show up in your classroom tomorrow!
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