How can you differentiate assignments to make them more appropriate for all the levels and needs of the students in your classroom? - Uppercase

How to Differentiate Assignments

How can you differentiate assignments to make them more appropriate for all the levels and needs of the students in your classroom?

Here are a few fairly simple changes that could be made to assignments to make them more appropriate for your students:

Method

• Change how the lesson is delivered. Use charts, music, books, props, video or infographics.

Materials

• Have students produce their work using crayons, markers, paint, modeling clay, computer software, cameras, popsicle sticks, or Cheerios.

Product

• Change the assignment from writing to drawing, art, music, drama, or voice recording. Have students create a poster, diorama, or PowerPoint presentation.

Quantity

• Change the number of questions, length of assignment, or ask for odd-numbered answers only.

Groupings

• Change how the students are grouped for the lesson. Will they work in pairs, small groups or be independent? Will the student work with a teacher, a paraprofessional or other support personnel by phone or video conference?

Grade

• Change the grade-level expectations of the activity. Go down a grade or up a grade depending on the student’s ability.

Teacher

• Change the teacher! Ask the Reg. Ed. teacher if you can create a support video to deliver the lesson.

Resources

• Change the resources you use for class activities. Look for different websites, online manipulatives, virtual read-alouds, or websites where students can listen to texts as they read along.

Responses

Gina Pepin, Ed.D. replied

One of my favorite … but limited… is to simply say to the student “pick 3”. Allowing students to complete partner or independent work, but with slight changes can be really powerful. Ask the student to pick three questions or problems that they would like to answer… This allows for student choice and often times it gives us enough information whether they are demonstrating an understanding of the skill or task, etc. Of course this can be tailored to whatever number is more applicable to the assignment.

Kristen Poindexter replied

When I am able, I try to pull students in small groups to work on differentiating tasks. This helps me find where each student may be having difficulty and know how best to help them.