Blacklines Differentiating Instruction

Handout 7
Strategies for Differentiating Instruction

Differentiation is a process through which teachers enhance learning by matching student
characteristics to instruction and assessment. Differentiation allows all students to access
the same classroom curriculum by providing entry points, learning tasks, and outcomes that
are tailored to students needs. In a differentiated classroom, variance occurs in the way in
which students gain access to the content being taught (Hall, Strangman, & Meyer, 2003).
Teachers can differentiate content, process, and/or product for students (Tomlinson, 1997).
Differentiation of content refers to a change in the material being learned by the student. For
example, if the classroom objective is for all students to write persuasive paragraphs, some
of the students may be learning to use a topic sentence and supporting details, while others
may be learning to use outside sources to defend their viewpoint. Differentiation of process
refers to the way in which the student accesses material. One student may explore a
learning center while another student collects information from the web. Differentiation of
product refers to the way in which the student shows what he or she has learned. For
example, to demonstrate understanding of the plot of a story, one student may create a skit,
while another student writes a book report.
When teachers differentiate, they do so in response to students readiness, interest, and/or
learning profile. Readiness refers to the skill level and background knowledge of the child.
Teachers use diagnostic assessments to determine students readiness. Interest refers to
topics that the student may want to explore or that will motivate the student. Teachers can
ask students about their outside interests and even include students in the unit-planning
process. Finally, the students learning profile includes learning style (for example, is the
student a visual, auditory, tactile, or kinesthetic learner), grouping preferences (for example,
does the student work best individually, with a partner, or in a large group), and
environmental preferences (for example, does the student need lots of space or a quiet area
to work). When a teacher differentiates, all of these factors can be taken into account
individually or in combination (Tomlinson, 1997).
The table in this document provides descriptions of eight differentiation strategies, ways in
which the strategies are primarily used to differentiate instruction, and guidelines for their
use. Teachers should select differentiation strategies based on the curriculum taught and the
needs of students in their classrooms.
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
Description of Strategy
Compacting is the process of
eliminating teaching or student
practice due to previous mastery
of learning objectives.
Compacting involves a three step
process:
Things to Consider
Thoroughly preassess the learners

knowledge and
document findings
Explain the process

and its benefits to
1.
assess the student to the student
determine his/her level of knowledge
Create written plans
on the material to be studied and
determine what he/she still needs and
to timelines for
study
master
2.
create plans for what theAllow student choice

student needs to know, and excuse
in the
enrichment or
student from studying what he/sheaccelerated study
already knows
3.
create plans for freed-up time

to be spent in enriched or accelerated
study
For example, if the Pre-K or

kindergarten class is learning to
identify numerals 0-5.
Assessment shows that two
students already can identify
these numerals. These students
are excused from completing the
identifying activities and are
taught to add and subtract up to 5
instead.
The same holds true for a second
grade class learning numbers up
to 1,000. If diagnostics show
some students already have
mastered this, they are excused
from class practice and are
required to work on the inverse
relationship between addition and
subtraction of these numbers.
Differentiation
Strategy
Primary Use
Things to Consider
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
Independent
Study
Interest
The student and teacher identify

topics of interest to the student.
Together they plan a method of
investigating the topic and decide
upon the outcome of the
Base the project on

student interest
Provide guidance
and structure to
ensure high
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
Interest
Centers or
Interest
Groups
Interest,
Readiness
Interest centers (usually used with

younger students) and interest
groups (usually used with older
learners) are set up so that
Incorporate student
interest
Encourage students
to help create tasks
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
learning experiences are directed
toward a specific learner interest.
They allow students to choose a
topic and can be motivating to
and define products
Adjust for student

readiness
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
students. If they are used as
enrichment, they can allow the
study of topics beyond the
general curriculum. Groups
Establish clear
criteria for success
Adjust blocks of work

time based on
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
address student readiness when
they are differentiated by level of
complexity and independence
required.
student readiness
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
For example, in a unit about the
water cycle, students can choose
to work in groups on the different
types of clouds, evaporation using
water or ice, the properties of
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
water when it freezes, how the
lack of water effects living
organisms, or erosion.
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
Flexible
Grouping
Interest,
Readiness,
Learning
Profile
Students work as part of many
different groups depending on the

task and/or content. Sometimes
students are placed in groups
based on readiness, other times
Ensure that all

students have the
opportunity to work
with other students
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
based on interest and/or learning
profile. Groups can either be
assigned by the teacher or
chosen by the students. Students
can be assigned purposefully to a
who are similar and

dissimilar from
themselves in terms
of interest,
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
group or assigned randomly. This
strategy allows students to work
with a wide variety of peers and
keeps them from being labeled as
advanced or struggling.
readiness, and
learning profile
Alternate purposeful
assignment of
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
For example, in a reading class,
the teacher may assign groups
based on readiness for phonics
instruction, but allow students to
groups with random

assignment or
student selection
Ensure that all
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
choose their own groups for book
reports, based on the book topic.
students have been

given the skills to
work collaboratively
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
Provide clear
guidelines for group
functioning that are
taught in advance of
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
group work and
consistently
reinforced
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
Multiple
Levels of
Questions
Readiness,
Learning
Profiles
Teachers adjust the types of
questions and the ways in which

they are presented based on what
is needed to advance problem
Use wait time before

taking student
answers
Adjust the
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
solving skills and responses. This
strategy ensures that all students
will be accountable for information
and thinking at a high level and
complexity,
abstractness, type of
response necessary,
and connections
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
that all students will be
challenged. Finally, all students
benefit from this strategy because
all can learn from a wide range of
required between
topics based on
readiness and
learning profile
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
questions and responses.
For example, the teacher
prepares a list of questions about
a topic that the whole class is
Encourage students
to build upon their
own answers and
the answers of other
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
studying. During a discussion, the
teacher asks initial questions to
specific students, based on

readiness. All students are
students
If appropriate, give
students a chance to
talk to partners or
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
encouraged to ask and answer
follow-up questions.
write down their

answers before
responding
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
Tiered
Assignments
and Products
Readiness
Assignments and products are

designed to instruct and assess
students on essential skills that
are provided at different levels of
Focus task on a key

concept
Use a variety of
resource materials at
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
complexity, abstractness, and
open-endedness. The curricular
content and objective(s) are the
same, but the process and/or
different levels of
complexity and
associated with
different learning
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
product are varied according to
the students level of readiness.
For example, students with
moderate understanding about a
modalities
Adjust task by
complexity,
abstractness,
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
topic are asked to draw a picture
and orally tell about it, or write a
sentence or two. Students with a
more advanced understanding
number of steps,
concreteness, and
independence to
ensure challenge
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
are asked to write a paragraph or
create a book to read to the
class.
and not frustration
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
Learning
Contracts
Readiness,
Learning
Profiles
Learning contracts begin with an

agreement between the teacher
and the student. The teacher
specifies the necessary skills
expected to be learned by the
Match skills to the

readiness of the
learner
Allow student choice

in the way in which
Handout 7
Differentiation
Strategy
Primary Use
Compacting
Readiness
process:
Things to Consider

knowledge and
document findings
Explain the process

and its benefits to
1.
to timelines for
study
master
2.

in the
enrichment or
already knows
3.

study

instead.
Choice
Boards
Readiness,
Interest,
Learning
Profiles
Choice boards are organizers that

contain a variety of activities.
Students can choose one or
several activities to complete as
they learn a skill or develop a
Include choices that

reflect a range of
interests and
learning styles
Guide students in
Handout 7
References
Association for Supervision and Curriculum Development. http://www.ascd.org
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated Instruction and Implications for
UDL Implementation. National Center on Accessing the General Curriculum. Retrieved
July 9, 2004 from:
http://www.k8accesscenter.org/training_resources/udl/diffinstruction.asp.
Tomlinson, C.A. (1999). How to Differentiate Instruction in Mixed-Ability Classrooms.
Alexandria, VA: ASCD.
The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of
Education, Office of Special Education Programs Cooperative Agreement #H326K020003
Diner MenuSymbols, Icons and Traditions of the United States

Appetizer (Everyone Shares)
Draw the American Flag
Recite the Pledge of Allegiance to a

friend.
Draw a picture of our national bird.

Create a rap or song that explains why
we celebrate Veterans Day.
Entre (Select One)
Handout 7
Side Dishes (Select at Least Two)
Make a book of five American symbols or

icon. Draw a picture and label each page.
Create a graphic comparing the

differences of the first flag of the United
States to our present day flag.
Write a journal entry telling about
Presidents Day.
Create the Statue of Liberty from blocks, Legos, or materials from the Creation Station.
Dessert (Optional)
Create a test to assess the teachers

knowledge of the symbols, icons and
traditions of the United States.
Diner MenuConcept ___________________________________

Appetizer (Everyone Shares)
Handout 7
Entre (Select One)

1.
2.
3.
Side Dishes (Select at Least Two)

1.
2.
3.
4.
Dessert (Optional)
1.
2.
Handout 2c
Choice Chart
Content Area Objective:
Handout 2c
Think-Tac-Toe
Book Report
Handout 2c
Draw a picture of the main

character.
Perform a play that shows an

alternative conclusion for the
story.
Write a song about one of the

main events.
Write a poem about two main

events in the story.
Make a poster that shows the

order of events in the story.
Dress up as your favorite

character and perform a speech
telling who you are.
Create a T-Graph comparing

this story with another story
youve read.
Write a paragraph about the

main character.
Make a diagram or map that

shows the setting of the story.
Think-Tac-Toe
Content Area Objective:
Handout 2c
The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of Education, Office of
Special Education Programs Cooperative Agreement #H326K020003
Tiered ActivityIdentify, Describe and Extend Simple Patterns

Kindergarten Classroom
Outcome/Objective
Beginning
Intermediate
Advanced
Students will identify

an ABAB pattern
and be able to
Students will Identify

more complex
patterns (i.e. AAB,
Students will identify

a complex pattern
(AABC, ABBA,
Handout 2c
Instruction/Activity
explain why it is a
pattern.
ABC, AABB) and

extend an existing
pattern.
ABCD) and create

one on their own with
manipulatives.
Students will receive

explicit instruction in
what a pattern is and
with guided help, find
patterns within their
environment.

how to read
patterns using labels
(ABC, or green,
yellow, blue, or
circle, triangle,
square) and how a
pattern must repeat
and continue.

how to read
patterns using labels
(ABCD, or green,
yellow, blue, red, or
circle, triangle,
square, oval) and
how a pattern must
repeat and continue.
Independent practice:
They will find a more
complex pattern
either within the
environment or from
samples and extend
the pattern using
manipulatives or
drawings.
They will create a
complex pattern
using manipulatives
and then reproduce
the pattern on a
paper strip either by
drawing or using
stamps or stickers.
Students will be able

to extend a more
complex pattern
either using
manipulatives or by
reproducing the
pattern on paper and
read the pattern
using labels.

to create a complex
pattern using
manipulatives or on
paper and read the
pattern using labels.
More advanced:
recreate the same
pattern underneath
using additional
symbols or alternative
materials.
They will find a
simple ABAB pattern
either within the
environment or from
a grouping of patterns
and non-patterns and
reproduce on a strip
of paper.
Assessment

to correctly identify
simple patterns from
within the
environment or from
a grouping of patterns
and non-patterns and
orally explain why it is
a pattern.
Learning Contract
My question or topic is:
Handout 2c
To find out about my question or topic:

I will read:
I will look at and listen to:
I will draw:
I will write:
I will need:
Heres how I will share what I know:
I will finish by this date:

The Access Center, a project of the American Institutes for Research, is funded
by the U.S. Department of Education, Office of Special Education Programs
Cooperative Agreement #H326K020003
Resources on Differentiated Instruction

Books, Articles, and Briefs
Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: Association for
Supervision and Curriculum Development.
A summary of this book and information about other resources for multiple intelligences can
be found at: http://www.ascd.org/cms/index.cfm?TheViewID=1000.
Handout 2c
Cole, R. Educating Everyones Children: Diverse teaching strategies for diverse learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
Information about this book and two sample chapters can be found at:
http://www.ascd.org/publications/books/1995cole/1995coletoc.htm l
Hall, Tracey. (2002). Differentiated Instruction: Effective Classroom Practices Report. Wakefield,
MA: National Center on Accessing the General Curriculum.
Available at: http://www.cast.org/ncac/classroompractice/cpractice02.doc
Tomlison, C.A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
Information about this book and four of the books chapters can be found at:
http://www.ascd.org/publications/books/1999tomlinson/1999tomlinsontoc.html
Tomlinson, C.A. & Eidson, C.C. (2003). Differentiation in Practice: A Resource Guide for
Differentiating Curriculum. Alexandria, VA: Association for Supervision and Curriculum
Development.
Information about this book and a link to one of the books chapters can be found at:
http://www.ascd.org/publications/books/2003a_tomlinson/2003a_tomlinsontoc.html
Tomlison, C.A. (2000). Leadership for Differentiating Schools and Classrooms. Alexandria, VA:
Association for Supervision and Curriculum Development.
Information about this book and links to two of its chapters can be found at:
http://www.ascd.org/publications/books/2000tomlinson/2000tomlinsontoc.html
Tomlison, C.A. (1999). Mapping a Route Towards Differentiated Instruction. Educational
Leadership.
Available at: http://www.ascd.org/pdi/demo/diffinstr/tomlinson2.html
Tomlison, C.A. (2000). Differentiation of Instruction in the Elementary Grades.
Available at: http://www.ldonline.org/ld_indepth/teaching_techniques/differentiation.html
Willis, S. & Mann, L. (2000). Differentiating instruction: Finding manageable ways to meet
individual needs. Curriculum Update. Association of Supervision and Curriculum
Development.
Available at: http://www.ascd.org/ed_topics/cu2000win_willis.html
Wormeli, R. (2003). Differentiating Instruction: A Modified Concerto in Four Movements.
Available at:
http://www.ldonline.org/ld_indepth/teaching_techniques/modified_concerto.html
Handout 2c
Content Area Websites

Reading
http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcompindex.htm
This website contains free online tutorials for 11 reading strategies, grades 35. Students can
take on-line assessments and independently complete activities.
http://literacynet.org/cnnsf/archives.html
This CNN website provides reading comprehension practice. Students can have a variety of
articles read aloud through Real Player, watch movie clips, and complete activities related to
vocabulary, reading comprehension, and sequencing.
http://www.rif.org/readingplanet/
Reading is Fundamentals Reading Planet for Kids. This website allows students to listen to
books being read aloud, create their own books to print, review books, write stories with other
kids, and play games that reinforce reading skills.
Writing
http://english.unitecnology.ac.nz/writers/about.html
This website allows writers aged 518 to publish their writing (essays, stories, poems) online,
give and receive feedback, add to stories already in progress, and participate in a writing
discussion board. The site also has a writers workshop section that provides how-to
instruction for various genres, as well as writing prompts.
http://www.brighteye.com/texthelp.htm
This website advertises products that read text out loud and gives students a word predictor, a
homophone locator, a thesaurus, a spell checker, and a dictionary. A free demonstration of the
software is available.
Math
http://matti.usu.edu/nlvm/nav/index.html
This website contains the Virtual Library of Interactive Manipulatives for Interactive
Mathematics.
http://www.arcytech.org/
This website demonstrates mathematical concepts through the use of on-line manipulatives.
Handout 2c
http://www.webmath.com
Webmath allows students to get direct, web-based help with math problems.
http://coe.jmu.edu/mathvidsr/
MathVids is an interactive website that assists teachers in effectively teaching students who
have difficulty learning math.
Science
http://www.uvm.edu/~jmorris/Sci.html#Virtual
This website from the University of Vermont provides links to many science programs, including
virtual field trips and experiences, science museums, lessons and unit plans, videos, and
software.
http://pals.sri.com
Performance Assessment Links in Science (PALS) is an on-line, continually updated resource
bank of science performance assessment tasks indexed according to the National Science
Education Standards (NSES) and other standards frameworks. The tasks include student
directions and response forms, administration procedures, scoring rubrics, and examples of
student work.
http://school.discovery.com/sciencefaircentral/
The Science Fair Central site provides a complete guide to science fair projects. The website
has science projects and ideas that can be used for science fairs, for group projects in the
science classroom, or for student independent studies. There are also links to websites and
books and a Q&A section to which students can submit questions about their projects.
Social Studies
http://plasma.nationalgeographic.com/mapmachine/
National Geographics Map Machine, is a website that allows users to search for nearly any place on
Earth and view the location at the street level or from a satellite's perspective. There are also printable
physical, historical, political, and topographic maps.
http://www.nytimes.com/learning/
The New York Times Learning Network for grades 312. Has a Student Connections section
that allows students to explore, learn about current events, and write to the editor. The site also
has connections for teachers.
Handout 2c
http://www.historyplace.com/index.html
This website has an online museum of exhibits related to history, including photos and timelines.
The website also includes point of view essays, insights and excerpts from notable authors, and
a homework help section.
The Access Center, a project of the American Institutes for Research, is funded by the U.S. Department of Education,
Office of Special Education Programs Cooperative Agreement #H326K020003

Blacklines Differentiating Instruction

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Handout 7

Strategies for Differentiating Instruction

Thoroughly preassess the learners

Explain the process

create plans for what theAllow student choice

create plans for freed-up time

For example, if the Pre-K or

Thoroughly preassess the learners

Explain the process

create plans for what theAllow student choice

create plans for freed-up time

For example, if the Pre-K or

The student and teacher identify

Base the project on

Thoroughly preassess the learners

Explain the process

create plans for what theAllow student choice

create plans for freed-up time

For example, if the Pre-K or

Interest centers (usually used with

learners) are set up so that

Thoroughly preassess the learners

Explain the process

create plans for what theAllow student choice

create plans for freed-up time

For example, if the Pre-K or

and define products

Adjust for student

Thoroughly preassess the learners

Explain the process

create plans for what theAllow student choice

create plans for freed-up time

For example, if the Pre-K or

Adjust blocks of work

Thoroughly preassess the learners

Explain the process

create plans for what theAllow student choice

create plans for freed-up time

For example, if the Pre-K or

Thoroughly preassess the learners

Explain the process

create plans for what theAllow student choice

create plans for freed-up time

For example, if the Pre-K or

Thoroughly preassess the learners

Explain the process

create plans for what theAllow student choice

create plans for freed-up time

For example, if the Pre-K or

Thoroughly preassess the learners

Explain the process

create plans for what theAllow student choice

create plans for freed-up time

For example, if the Pre-K or

Students work as part of many

different groups depending on the

Ensure that all

Thoroughly preassess the learners

Explain the process

create plans for what theAllow student choice

create plans for freed-up time

For example, if the Pre-K or

who are similar and

Thoroughly preassess the learners