Content: Using reading materials at varying readability levels, Putting text materials on tape;, Using spelling or vocabulary lists at readiness levels of students;, Using reading buddies;, Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners., Product : Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels);, Using rubrics that match and extend students’ varied skills levels;, Allowing students to work alone or in small groups on their products;, Encouraging students to create their own product assignments as long as the assignments contain required elements., Process: Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity;, Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them;, Developing personal agendas (task lists written by the teacher and containing both in-common work for the whole class and work that addresses individual needs of learners) to be completed either during specified agenda time or as students complete other work early;, Offering manipulatives or other hands-on supports for students who need them; and, Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth.,

Differentiated Instruction

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Gaya visual

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