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differentiate-for-special-ed (Socioeconomic Status (Process (Encourage…

- - - - based on each student's preferred learning style
      - tiered assignments
      - student created scoring system and self-self evaluation
      - match product to outcomes
    - - promote student-intitiated and directly learning
      - focus on themes, patterns and trends
      - more challenging reading materials
      - use complex topics that interest the student
      - develops self-understanding and understanding one's place in the world
    - - create learning centers for specialized skill work
      - teach skills needed for independent learning (research, organization, etc)
      - provide individual, paired and small group work
      - allow for pretesting to demonstrate mastery
      - test higher level thinking
      - self and peer-assessments
    - - provide movement, both within the classroom and around the school (independent use of the library)
      - cluster students (within classroom and across grade levels)
      - encourage humor, discovery, creativity, independence, inquiry
    - - (Berger, S. 1991)
      - (McAulay, J. n.d)
- - - - Use cooperative or collaborative methods with diverse groups rather than competition between boys and girls.
      - Find creative ways of grouping students other than by gender. Try to group students by season born, or favorite color, etc.
      - Give students as many choices as possible with reading lists, research topics, or classroom projects.
      - Understand what motivates your students.
        
        Boys are typically motivated by interactions with their peers more than anyone else.
        
        Girls are typically motivated by themselves, teachers, and parents.
      - Girls are much more likely to enjoy working by themselves whereas boys are typically best when working in groups, especially with other boys.
    - - Encourage students to be creative with projects that can showcase their talents.
      - Where possible, allow students to show their learning through various forms of expression such as painting, speaking, dancing, singing, etc.
    - - Be cognizant of gender bias in textbooks, assigned books, worksheets, etc.
      - Make educational materials in the classroom and library as diverse as possible to encourage growth and understanding of different backgrounds.
      - Use a blend of lectures and hands-on activities. Boys tend to learn best with hands on activities while girls tend to learn best by listening.
      - Use a blend of time structure in the classroom. Boys generally prefer structure and routine when learning while girls prefer learning styles to be changed to keep them engaged.
    - - Do not assume heterosexuality. Making this assumption diminishes the importance of students and staff that identify as LGBTQI.
      - Avoid classroom decorations that explicitly separate students in to 'boys' and 'girls'.
      - Use respectful language towards all students and the classroom will follow this behavior.
      - Use the preferred pronouns for transgender students.
    - - ("Gender Differences", n.d.)
      - (Kahn, 2016)
      - (Lynch, 2018)
      - (Elsbree, n.d.)
- - - - (Dendy, 2019)
      - (Morin, n.d.)
    - - increased space between desks
      - provide seat cushions, foot rests, resistance bands across chair legs to satisfy need to move
      - allow for movement. have student run errands (fill water bottles, wash the blackboard, etc.
      - seat student close to instructor and near positive peer role models
    - - peer note-taker
      - segment long assignments in to smaller pieces
      - provide written schedule and give lesson outlines
      - use assignment notebooks, color-code materials for each subject
    - - don't grade for neatness
      - give credit for work completed, don't just take away points for late or partial assignments
      - provide worksheets with fewer questions
      - answer questions orally, or fill in the blanks
    - - prepare for transitions
      - establish short, simple classroom rules, establish classroom routines
      - more short tests vs fewer longer ones
      - provide frequent positive feedback. praise good behavior, ignore non-disruptive bad behavior