How we Differentiate

This is from an activity in our Differentiation PLC. Ilana and I wanted to show how we all already differentiate in our classes. We had large pieces of butcher paper labeled "Process," "Product," and "Content." The teachers all add their ideas and discussed in small groups and then as a class.

Product:

• Tic-Tac-Toe
• Oral vs. written assessments/assignments
• Choice (e.g. reading material, writing a R.A.F.T.)
• Challenge/extension options
• Amount of assignment
• Including items that require higher-order thinking

Process:

• Scaffolded Outlines/ writing/ steps
• Rubric use
• Personal support/ time
• Sentence frames for reading
• Modeling
• Peer assistance
• Small groups for targeted instruction
• Partner reading
• Accelerated pace
• Open/closed sort

Content:

• Jigsaws
• Writing a R.A.F.T./M.C.R.A.F.T.
• Leveled reading/ leveled texts
• Multilingual texts
• Debates
• Literature groups/Literature circles
• Accelerated pace
• Visual vs. Audio vs. Tactile-Kinesthetic
• Reading buddies

There is more than on way to skin the differentiated cat, so to speak. Feel free to add your methods in the comments section and I’ll add to the list. If you are not familiar with one of these, drop us an email or ask a colleague!