Content
Using reading materials at varying readability levels
Putting text materials on tape or speech to text software
Using spelling or vocabulary lists at readiness levels of students
Presenting ideas through both auditory and visual means
Using reading buddies, partners, volunteers, etc.
Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners
Process
Using tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity
Providing interest centers that encourage students to explore subsets of the class topic of particular interest to them
Offering scaffolding, or other supports for students who need them
Varying the length of time a student may take to complete a task in order to provide additional support for a struggling learner or to encourage an advanced learner to pursue a topic in greater depth
Products
Giving students options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with labels)
Using rubrics that match and extend students' varied skills levels
Allowing students to work alone or in small groups on their products
Encouraging students to create their own product assignments as long as the assignments contain required elements
No comments:
Post a Comment