DIFFERENTIATED STRATEGIES GLOSSARY

Alternate assessments After learning experiences are completed using the same content or
process, the student may have a choice of products to show what has been learned. This
differentiation creates possibilities for students who excel in different modalities over others
(verbal versus visual).
Anchor options Students are expected to understand and know how to complete such activities
with no teacher participation so that teachers can work with small groups or individuals. Teachers
often spend time early in the school year describing such activities for independence throughout
the year. An example of an anchor activity would be using a geoboard and following directions
on an activity card.
Choice boards Work assignments are written on cards that are placed in hanging pockets. By
asking students to select a card from a particular row of pockets, the teacher targets work toward
student needs yet allows student choice.
Choice of books Different textbooks or novels (often at different levels) used for content study
or for literature circles.
Compacting This strategy begins with a student assessment to determine level of knowledge or
skill already attained (i.e. pretest). Students who demonstrate proficiency before the unit even
begins work at a higher level in flexible groups.
Entry points Introducing students to a topic through different avenues, which might be
narratives, quantitative or logical problems, aesthetic (sensory) experiences, or experiential
(hands-on) activities.
Explorations by interest Based on individual interests, students can do research to find out
more about a particular area/idea.
Flexible grouping Students are put in groups that do not remain the same and the composition
of the group is determined by interest, skills, learning style, compacting.
Flexible seating Students are seated in arrangements that fit the specific teaching plan and do
not remain in the same arrangement throughout the year.
4MAT Teachers plan instruction for each of four learning preferences over the course of
several days on a given topic. Some lessons focus on mastery, some on understanding, some on
personal involvement, and some on synthesis. Each learner has a chance to approach the topic
through preferred modes and to strengthen weaker areas.
Games to practice mastery of information and skills Use games as a way to review and
reinforce concepts. Include questions and tasks that are on a variety of cognitive levels.
Graphic organizers A visual representation of organizing thinking and ideas such as a Venn
diagram or a word web. Useful for all students and particularly for those who organize visually.

Group investigation Students are grouped in pairs or small working groups to develop a plan
to solve a problem presented by the teacher. Often the plan is completed by the same group and a
response about the process is expected.
Homework options Students are provided with choices about the assignments they complete as
homework.
Independent study or expert journal Students chooses a topic of interest that s/he is curious
and wants to discover new information. Research is done from questions developed by the
student guided by the classroom teacher or differentiation teacher. The researcher produces a
product to share learning with classmates.
Interest centers Areas in a classroom set up with learning experiences directed to a specific
interest such as wolves or prairie plants.
Interest groups A learning group composed of those interested in a specific interest of
learning.

Jigsaw Individual students or groups of students are asked to study one component of learning
(plants and animals of a biome) while other students or groups study another component (physical
characteristics of a biome). Sharing information gathered puts the pieces together and the students
are required to learn from each other. Jigsaw can also have students create different components
of an end product.
Learning contracts Negotiated agreement between teacher and student that gives students
freedom in acquiring skills and understandings considered important by the teacher.
Lectures coupled with graphic organizers The teacher provides students with organizers on
which students can take notes or which they can use to follow along with a lecture.
Lets make a deal project A product that includes standards and the option to alter one or
more requirements with teacher approval of the deal.
Literature circles Flexible grouping of students who engage in different studies of a piece of
literature. Groups can be heterogeneous and homogeneous.
Mini workshop to re-teach or extend skills A short, specific lesson with a student group who
is focused on one area of interest or who needs review and repetition of a specific skill.
Multiple intelligences options Students select activities or are assigned an activity that is
designed for learning a specific area of content through their strong intelligence (verbal-linguistic,
interpersonal, musical, etc.)
Multiple levels of questions Teachers can use the level of thinking and the verbs that match
those levels to advance the thinking of student response.

Options for varied modes of expression Allow students to express or present the information
they have learned in a variety of ways.
Orbitals Independent investigations generally lasting 3-6 weeks. The investigations orbit or
revolve around some facet of the curriculum.

Personal agendas A personal to-do list of tasks the teacher wants each student to accomplish in
a given day/lesson/unit. Student agendas within a classroom may vary.
Stations Areas in a classroom set up with learning experiences that are steps in a progression of
learning an area of content or a skill. Beginning and ending points for students can vary for
differentiation.
Student-Teacher goal setting The teacher and student work together to develop individual
learning goals for the student.
Recorded materials Instructions and general information are put on a cassette tap that students
can play and replay.
Think-pair-share Students are working in pairs, asked to think about a question for a specific
amount of time, then asked to share their answers with each other.
Think-Tac-Toe A choice board for students to complete learning experiences.
Tiered lesson/assignment/product/center The content and objective are the same but the
process and/or the products are varied according to level of skill attained.
Varying organizers Use organizers that have varied levels of complexity.
Varying scaffolding on the same organizer Provide graphic organizers that require students to
complete various amounts of information. Some will be more filled out (by the teacher) than
others.
Varied supplementary activities Provide a variety of extra activities for students to use to
supplement the main lesson.