30/7/08 – Simple descriptions of nine different differentiation strategies:
Size
Adapt the number of items that the learner is expected to learn or complete.
For example: Reduce the number of social studies terms a learner must learn at any one times.
Time
Adapt the time allotted and allowed for learning, task completion, or testing.
For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.
Level of Support
Increase the amount of personal assistance with a specific learner.
For example: Assign peer buddies, teaching assistants, peer tutors, or cross-age tutors.
Input
Adapt the way instruction is delivered to the learner.
For example: Use different visual aids, plan more concrete examples, provide hands-on activities, place students in cooperative groups.
Difficulty
Adapt the skill level, problem type, or the rules on how the learner may approach the work.
For example: Allow the use of a calculator to figure math problem; simplify task directions; change rules to accommodate learner needs.
Output
Adapt how the student can respond to instruction.
For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands-on materials
Participation
Adapt the extent to which a learner is actively involved in the task.
For example: In geography, have a student hold the globe, while others point out locations.
Alternate
Adapt the goals or outcome expectations while using the same materials.
For example: In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well.
Substitute Curriculum
Provide different instruction and materials to meet a student’s individual goals.
For example: During a language test, one student is learning computer skills in the computer lab.
