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Reflection on Differentiated Teaching - Coggle Diagram
Reflection on
Differentiated Teaching
Assessment
Modify the assessment but keep the learning goal the same.
Students should be able to use AT in majority of their assessments.
Rubrics should remain the same (even for differentiated tasks)
Types of Assessment
Norm & Criterion
Group or independent
Formal or Informal
The 'Product' should be differentiated for learners.
Assessments can be differentiated in many ways. Teachers must focus on the purpose of the assessment.
Approaches/ Strategies
Universal Design for Learning (UDL)
Engagement
Representation
Action and Expression
Differentiation of Instruction Model
Process
Content
Product
Learning Environment
The Language of Disability
Person first
Ask the student and/or parent if unsure
Instructional Strategies
Tic-Tac-Toe choice board
RAFTs
Graphic Organisers
Tiered questioning
Menus
Student choice
Changing the way teachers think about differentiation is fundamental.
Assistive Technologies (AT)
Allow all students access to AT (promoting inclusive practice)
Various technologies available that can help particular students in their learning
Differentiate the 'Product' of tasks through AT
Some AT should always be available for students, such as translation applications or assistive pencil grips/ rulers
Diverse learners and how to differentiate for their particular needs
ADHD
ASD
Dyslexia
Dysgraphia
Dyscalculia
Gifted Students
Dyspraxia
EAL/D
Most differentiation techniques benefit ALL learners