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Hi Morgan,
Thanks for sharing such an informative tips with the best and most practical ideas in implementing tiered assignments, identifying readiness levels, student interests and learning styles, responding to multiple intelligences and multi-modality outcomes.
Students in our highly stimulating and fast-paced world are now requires differentiation, multi-modality and choices to meet their interests and improve motivation.
For any kindergarten teachers out there, Marsha M. M. McGuire at A Differentiated Kindergarten does a great job of differentiating instruction for her students and explaining how to do so. Check out http://www.differentiatedkindergarten.com/2012/05/differentiated-ma... to see an explanation of differentiating math centers.
Thank you for this!
Students teaching students! At times during math, I will have students "re-teach" others the math skill with which they are struggling. It actually gives students a chance to work on communication skills and allows them to focus on using clear, precise vocabulary. This strategy NEEDS to occur in a classroom that is built on a community of trust and positivity, so that no one feels they are better or smarter than the others.
Also, modifying math games to increasing levels of difficulty is something that can often be done easily while all students are playing the same math game, just at different levels. This needs to be done carefully by selecting partners carefully. Even better, is to plan this when a support teacher is available (or parent volunteers), allowing for guided supervision of student learning during games.
These are all wonderful ideas of how to differentiate instruction. I am starting student teaching soon and was wondering if anyone could provide me with ideas or tips on how to differentiate instruction for students who have special needs and are all on different grade levels. What would be some good ways to provide the best instruction to each individual child?
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