Making lessons accessible to every student

Differentiate the task

...based on...

...elements of the class...

1) Content

essay prompts/research topic

materials

time

2) Processes

3) Product to generate

ways of assessing

ways of expressing learning

4) learning environment

grouping options

work in similar readiness groups with peers who manifest similar academic needs at a given timeof mixed readiness work together in settings that draw upon the strengths of each studentwork with classmates who have like interestsof varied interests cooperate towards completing a task that calls on all their interestswork with those who have similar learning patterns (a group of auditory learners listening to a taped explanation)work with students with varied learning patterns (an analytic student and a practical student) to complete a taskwork with whoever is sitting beside themcount off into groupsdraw a partner’s namechoose who they work with.

...students'...

Learning ability (i.e. goal)
(so not "under-achievers")

Interest

Readiness to learn

personal circumstance

external factors
(poverty, family violence)

internal
(lack of confidence, anxiety)

low emotional, physical maturity

if falling asleep,
sit at back of class to complete task
(not go out for a walk)

using tools/strategies

Universal Design for Learning

Extension Menus (for gifted learners)

Flashcards sets for each unit
(for asynchronous review)

Scaffolding
(break down the task)

Model first
(what is expected)

Fishbowl
(center group models for outside group)

Think aloud
(your thought process, solve a problem)

Tap into existing knowledge
(own life, past learning, current events)

Question prompts

Image prompts

Article

Give time to talk
(to process new info, ideas)

Think-Pair-Share

Turn-and-Talk
(face/shoulder buddy)

Triad Teams

Interviewer,
Interviewee,
Recorder

Pre-teach vocabulary
(before the challenging text)

in context

with photos

using analogies and metaphors

during Bell Ringer

Use visual aids
(to represent relationships,
sequence, cause-effect)

mind map

essay template

fish

Pause, Ask Qs, Pause, Review

first, provide individual reflective writing time

first, discuss in pairs

hold during uncomfortable silence

Why?

To meet students where they are

distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance

To Accommodate
vs.
To Modify
(in 504 plans)

Accommodation
(same materials, adjust how student learning)

eye glasses

extra time for same test

browser functions:
dictation, spell check, TTS/display (Immersive Reader)

Student choice

Can complete project in format of choice

Sit where they want

Record lesson or get from others instead of taking notes

See written list of instructions

Tests in smaller group settings

Exercise bands for fidgetty students

Take breaks

Study skills workshops

Modification examples
(what student learning)

Newslea (same content at lower/higher reading level)

reduced number of laps to run

reduced learning objectives

Making lessons accessible to every student

Differentiate the task

Scaffolding (break down the task)

Why?

Scaffolding
(break down the task)