Differentiated Instruction

Differentiating Instruction for students needs is so incredibly important. Not every child learns in the exact same way and that is O.K.A.Y!

I was given this amazing booklet of ideas in University and I tend to refer back to it a lot.









I have also adapted instruction through:

  1. tests- In my grade three, four, and five classroom, I created three different tests on a social studies outcome. They were not developed for each grade but rather for three different groups of students.
  2. Guided Reading- In guided reading, I grouped alike students by their reading abilities and they would therefor work together.
  3. Mathematics- In mathematics, I would group the students by their understanding of math content. ex. Group A, B and C.
  4. Assignments- There were several ways that I differentiated instruction for my students. Some ways were to: give some students extra support, writing sentences in easier terms, giving students ‘extra’ work if they are done early.
  5. Other- Some of the other ways that I addapt to my students needs are making sure to try and accomodate for their learning needs. For example, I would write instructions on the board, as well as tell them the instructions, and then I would have them repeate them.


Adapting for student D:

In first year of teaching, I had one student in grade one who needed some adaptions. I quickly learned that he worked best when he sat at his own table in an isolated space. He was able to consentrate way more and thus helped him with his learning. I also adapted his learning environment by providing him with lots of materials that he had easy access to. For example, a letter and number chart would be taped to his desk, as well as the date so he could always refer to them.

This student also needed some adaptions for his reading/writing and majority of other subjects. For social, science, health and art, I typically would have him sit down one on one with me or our EA and we would do the writing together. I would let him write a word or two, then once he was at his reaching point, I would finish for him. We played lots of games together for his learning. He also liked to share his understandings with me, as opposed to writing them down.

This student also worked with our EA frequently on writing and math. (More on this in the ELA/Math page). He worked best in a quiet environment so the EA would take him to a more isolated location where he could do lots of his learning.

We have him use and fidget and noise cancelling headphones as well.

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