Elements of differentiated instruction

This can be presented using the principles of differentiation
using scaffolded reading materials (e.g. bronze, silver, gold challenge); giving key words/tricky words/key phrases on a reference sheet; working in pairs to assist

This should be presented in different ways to appeal to
learners with different preferences (VARK)

Special attention should be given to students with additional
needs e.g. small group work with teacher or TA to introduce the concepts

The learning environment should be designed in a way
to accomodate quiet learning (a chill out zone), group/collaborative working and to accomodate particular physical needs e.g. large rubber balls or bean bags for those who find it difficult to sit still

Providing materials where possible in different languages for
EAL students and using culturally appropriate resources that embrace diversity

Setting out clear rules, expectations and procedures agreed by the class to create a safe, calm and conducive learning environment

All students are aiming towards achieving the same purpose
(e.g. skills and developing knowledge) but with different levels of scaffolded support and appropriate expectations for the complexity of the level of understanding and the final product

Provide different sources of resources for the students to gather their information e.g. different stations appealing to VARK learners

Offering varying time for students to complete an activity; having extension tasks to promote critical thinking, analysis and the internalisation of new knowledge/competencies for more able students.

Products are the outcomes e.g. produced work from a learning purpose and should be designed to give students a range of choice in which to express/communicate their ideas and knowledge

Clear rubrics with criteria to enable all students to meet a level/target should be explained so all students to work toward a clear goal/level

Allowing students to work independently or in groups to complete a product