Inclusion & Differentiation – Teaching Strategies

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.

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