Mrs. Youngker's Classroom Differentiation Mind Map (1. I notice a…
Mrs. Youngker's Classroom Differentiation Mind Map
1. I notice a student is struggling.
During a subject based task, their behavior spirals.
Student's body language negatevily changes during class work.
Student begins shouting out in class, distracting other students and may act as the class clown.
Student shuts down.
Student becomes obviously frustrated and may become emotional.
Student may become clingy and ask many questions.
The student has poor grades in my class and maybe other classes.
Student cannot complete basic grade level tasks.
Student is disengaged in the lesson.
2. Conference with the student.
GOAL: Determine what the student is struggling with.
Come up with a game plan: Differentiate.
Communicate, with the parents and your team, what the student is struggling with and differentiation strategies that you are planning to use to help the student understand.
Begin implementing the differentiation strategies.
Formally and informally assess how the student is doing with the differentiation strategies in place.
If the strategies are working
Continue the course.
Communicate the progress with the student.
Ask how the student feels everything is going.
Communicate the progress with the students parents.
Communicate the progress with your team.
If the strategies are not working, evaluate any progress made.
Modify, add or ditch the differentiation strategies as necessary (based on the data)
Be sure to note what strategies were being used when the progress was made and the environment the student was in during the progress.
After evaluating the data collected, repeat previous steps to determine the best course of action, moving forward, for this student.
If, after a few months of collecting data and using all differentiation strategies, the student still is not understanding the material, refer them to special education services.