Examples of ways to differentiate instruction
TeachersFirst's Thinking Teachers who write our resource reviews often have suggestions that have worked in their classrooms. Open the reviews to the "more" view to see ideas for using specific resources as tools to differentiate for a variety of learners. Alternatively, use the keyword search tool at the left of this page to search for a curriculum topic and the term "differentiate." For example, search fractions differentiate (with "all the words" selected for the search).
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World Myths and Legends in Art - Minneapolis Institute of Arts
Grades
9 to 12
tag(s): art history (110), museums (58)
In the Classroom
Use this site as a learning center or station during a unit on myths & legends. This would be a great introductory activity, as a lot of the content is defining and providing examples that differentiate the two. This would be a great resource for a Language Arts teacher.You must be registered and logged in to add items to your favorites.
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Visionlearning - Visionlearning, Inc
Grades
6 to 12tag(s): acids and bases (10), carbon (14), cells (82), darwin (14), earth (189), energy (139), gravity (52), light (61), matter (52), molecules (44), optics (14), paleontology (28), periodic table (47), photosynthesis (18), planets (124), reading comprehension (147), rock cycle (25), rocks (43), scientific method (49), scientists (72), space (251), water (107), waves (13)
In the Classroom
Include this site to supplement your current grade 6-12 science curriculum. Use the resources to differentiate instruction for gifted students in lower grades or as remediation for struggling students in older grades. Use the student materials for differentiating instruction or as homework. Have students share their learning or understanding of a topic with video explanations using a tool like Gravity. Gravity is a tool for video responses to a question along with comments from peers. Extend technology use in your classroom and take student learning a step further by asking them to create and share their own multimedia presentation along with suggestions for learning about their topic of interest. Use a tool like Sway. Sway is a presentation tool that offers multimedia options including text, video, and images.Add your comments below (available only to members) | Become a Member
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Justice on Trial - American Public Media
Grades
9 to 12tag(s): courts (26)
In the Classroom
Use this site as a learning center or station during a unit on International Trials or the legal consequences of Genocide in a US government or history course. The site is a little text-heavy, and would work best with higher level high school classes. To assess student learning and differentiate between the trial events, have students create a timeline describing the events of all three events. We recommend using an online tool such as Timelline Infographic Templates, reviewed here.Add your comments below (available only to members) | Become a Member
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Take a Walk in my Shoes - TeachersFirst
Grades
7 to 9tag(s): charactered (88), empathy (72), israel (15), palestine (5)
In the Classroom
The lesson plan includes student handouts and technology options for students to share their projects in several ways. Teachers can easily differentiate the challenge level of projects by specifying which tools to use. Include this lesson as part of your activities to teach empathy for others.Add your comments below (available only to members) | Become a Member
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Hayes vs. Tilden - Harpweek.com
Grades
6 to 12Although this resource was created for the 2000 election, the background information and historical comparisons are valuable for teaching about elections in general and for comparing elections within U.S. history.
tag(s): electoral college (24)
In the Classroom
Use the political cartoons as starters or introductory activities during a lesson on the controversial election. Find a cartoon that you think would be the best understood by your students, as well as the one that will most likely get them communicating and thinking about the topic at hand. After posting the image on the projector, have students reflect on it either verbally or in a journal. To differentiate it for a higher-level class, have students respond to a specific component of the image, such as perspective, point of view, bias, intent, or layers.Add your comments below (available only to members) | Become a Member
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