What Differentiated Instruction is NOT
Tailoring the same suit of clothes

• It is not beneficial to "tailor" lessons to each student's skill level. 6. Those in lower levels should not "skip" what they struggle with. 7. school teachers really have to live, truly live, by your bells or by your time blocks, especially if you're on block schedules. The teacher uses a variety of strategies to help target instruction to student needs. Clearly established criteria are used to help support student success—and we would call that rubric. These are collaboration, assessment, social-emotional and behavioral practices, and instruction. As special education HLPs are consistent with best practices in education, the book is available as a resource to all education professionals. achievement, instruction Citation McLeskey, J. 2017. High-Leverage Practices in Special Education. Page 3: Know Your Students. As discussed previously, when they differentiate instruction, teachers design lessons to address the needs of groups of students. Before teachers can do this, however, they must first get to know their students in terms of: Readiness Interest Learning Profile. Differentiating content includes using various delivery formats such as video, readings, lectures, or audio. Content may be chunked, shared through graphic organizers, addressed through jigsaw groups, or used to provide different techniques for solving equations. Students may have opportunities to choose their content focus based on interests. Adapting Curriculum - Strategies to Differentiate Instruction and Meet UDL. by. Susan Berkowitz. 4.9. (89) $5.50. PDF. If you're adapting your curriculum to meet the needs of special education students in your classroom, you need differentiation strategies. If you have students included in your classroom that you need to support with adapted What You'll Learn. At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction. Further, Tomlinson suggests that differentiated instruction is strongest when teachers use "concept-based teaching" in which they focus on essential and meaningful key concepts and principles rather than trying to cover many facts. Working with concepts, the "building blocks of meaning," helps students to: Step 1: Learn the Basics Lots of teachers think they are differentiating, when they really kind of aren't. So before you get started, give yourself a solid overview of what differentiation is (and isn't) and how it works. To do that, you need to read Carol Tomlinson, whose work is the gold standard in differentiation. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, that teacher is differentiating instruction. Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile: Second, the choices should be guided by the student's interest. Activities should engage students, drawing their attention and curiosity. Third, activities sh