Easy to implement differentiation strategyIn any given class, at least in the district where I work, there is a huge range of abilities. There may be one or two students who above grade level, some on grade level, some who struggle with reading, some ELL's, and some with other special education needs, all in the same classroom. In order for students to be successful, they need differentiation, and they need varying levels of support. It can be difficult to provide the appropriate level of help when students are working independently or in groups. In order to do so, there is often a huge amount of work involved on the teacher's part. Here is a quick strategy that can be very successful!
Types of differentiation
When thinking about differentiating, I try to think of a few things:
1. What is the overall goal (objectives) of the lesson? How can students achieve that goal in various ways? This is where we start thinking about differentiating the output, the number of questions, the format, etc.
2. What additional scaffolding will they need to be successful? (How would I help the if I were tutoring them, or sitting with them to complete the assignment?)
It is the second area that I want to focus on in this post. There is a lot already written on the type of differentiation stated in number 1, and perhaps I will touch on that again another day. Today's post will focus on the type of differentiation in point number 2.