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E xcerpt Texts

Taking excerpts from higher-level text is an excellent way to meet the needs of varied reading
levels. Students who struggle with reading can take excerpts in size manageable for them. The
excerpts simply need to contain main ideas, claims, and/or altering viewpoints. Stronger
readers can choose longer or more difficult texts.

X ude positivity

Students can quickly infer what a teacher thinks about them. If you go in everyday with
positive attitude and encourage students that energy will catch on. Occasionally all students
need is to be told you believe in them. Hearing positive affirmations can have a direct impact
on their achievement.

P repare tier assignments and questions


When asking questions during class pick questions that coincide with the students ability.
Students who are advanced can answer more open-ended questions that require some analysis.
For those who require more think time or struggle, ask questions that are more concrete.

E qual isnt fair


When it comes to differentiated instruction people argue that it isnt fair, when they really
mean equal. Equal means the same. Every student is different, so why would we treat him or
her all the same? Being fair is doing what is best for your student to make him/her them most
successful they can be. So always try to be fair but know that isnt the same as equal.

R ole Model
Role models can be a great pairing for students who struggling and those who master content.
Sometimes hearing the lesson from their peer makes it more attainable. The student who has
mastered the content further instills their level of learning and understanding.

I ndividualize
Teach as many multiple intelligences as possible. Bring in supplementary materials, learning
styles, and technology to reach students different interests. Having adaptable instruction helps
ensure that somewhere during the school year you will reach each student and allow them to
excel. Also allowing students to choose whether it is their project topic or their mode of
presenting will allow them to take ownership of learning.

M ini Lessons
Break content into smaller chunks and assess. For each mini lesson decide the essential items
students need to know. Then design multiple paths and options to get there. Have students
complete a project instead of completing a test.

E xit Tickets
This is a great way to check understanding of the students. Exit tickets can be comprised of
questions relating to the material learned or directly asking the students how comfortable they
feel with content. This can help you identify the needs of the students.

N oise control
Some students are auditory learners and like to think out loud or work with peers. Other
students prefer silent work areas and like to work independently. Accommodate both of these
learning styles. Perhaps have students read silently and write down responses before having
small group discussions. For classrooms that are larger you can have different sections of the
room that accommodate talkers verse silent workers.

T ime on their side


Not every student will understand or be able to complete assignments at the same time. For
the students who struggle and need longer processing time, differentiate by allotting them
more time, or modifying the lessons to odd numbers. Making these types of accommodations
still can allow the student to practice essential skills that can be assessed while giving them a
sense of accomplishment.