Differentiated Planning Flow Chart (Differentiation for ELL Learners…
Differentiated Planning Flow Chart
Pre-test for background knowledge
REVIEW BACKGROUND KNOWLEDGE if students need it before moving on.
Material of the lesson while using differentiated strategies above
Formal Assessment During lesson
(5 finger comprehension, turn and talk) Reteach if not understanding
(Kahoot Quiz or Ink, Think, Pair, Share ) *Reteach, review and give feedback.)
Formal Assessment at end of lesson
(exit ticket) Reteach next day if necessary
-Test or Project to show mastery of standards -Formal assessment and feedback given throughout project
Differentiation for ELL Learners
Visual aids, pictures, realia, videos, and graphic organizers
Seated with native speaker who can help
Pre-teaching vocab and giving pre-reading
modifying content/activities for their level
Give more time on assignments and tests
if possible provide content in mother tongue or allow for translators in class.
Differentiation for ADHD
Seating: put the student away from the door and windows and in front of your desk as to reduce the amount of distractions they incur.
Give the student instructions one at a time and have written directions for the student on the board or in front of them.
Provide them with visual cues and examples of what they need to do.
Have guided notes for them as you go throughout the lesson.
Use a timer on the board to give them a time specific goal for activities in class.
Segment projects/activities for them into manageable chunks.
intrapersonal/social learners: turn and talks throughout the lesson where they can interact with others about the concepts.
-video which explains and shows examples of operant conditioning to assist audio-visual learners.
verbal-linguistic learners: passage of the text I’ll recommend for them which they can read
kinesthetic learners: lots of movement/hand motions which relate to the different terms in which they’ll mimic as we learn the concepts.
kinesthetic learners and the interpersonal learners I can pair them up to discuss the concepts and have them come up with short skits they can act out in front of the class which show us the different types of shaping
(interpersonal & verbal linguistic learners can have a journal entry or a research essay in which they right about their own experiences with each type of shaping
audio-visual learners they can create a presentation about the concepts or an oral report which they can give in front of the class