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When we know our students’ level of readiness and we are aware of their interests and specific learning styles, we can select varied sources, use different processes, and provide a choice of products to match. We need to differentiate the sources we use to teach and learn content. Our standards remain the same for all of our students, regardless of readiness or language proficiency level. So, in order to help all of our students reach the standards, the differentiation lies in making the same content more accessible through a variety of resources and scaffolds. If sixth grade students are learning about plate tectonics in their science class, some might ask students to conduct their own Internet search about volcanoes or earthquakes, others might use sites that the teacher has selected for their level of readability, still others might read a children’s book that contains basic information along with pictures and charts to support their reading. In a unit on legends, fourth grade students might read legends or fairy tales from their own culture to compare with a similar story from another culture.Next teachers can differentiate the process in which students will engage as they learn. The processes are the strategies and structures teachers use to teach the content. They are the “how” of teaching. Teachers can use small group activities and a variety of cooperative learning structures. They may assign tasks that vary in the level of complexity or abstractness, or that rely on a particular learning style. Moving between large and small group, partner and individual activities which allow you to address readiness, interest, and learning style at the same time as provide multiple opportunities for students to practice and apply their learning.


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