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Student-Centered Approach to Address Differentiation (Learning…
Student-Centered Approach to
Address Differentiation
Content
High Level Students
Apply SAMR's Transformation: Modification and Redefinition
Students who complete their work the quickest can proceed to an exploration worksheet:
Comprehension questions that analyze the situation
What the student would do in that situation
Elaborating on possible outcomes
Collaborate these ideas with Low Level students for more input
Explain it to them
Form 2-3 more ideas
Most creative gets awards
Low Level Students
SMAR’s Enhancement: substitution, whereas the material is explained in other ways.
In paired group, compare content idea to something they already know or previously learned, and discussed in a Venn Diagram.
The teacher student adopts a concept that is most difficult, and role playing it, including memorizing lines from content.
Practice memorization and understanding
visual, auditory and kinesthetic, words
Teacher's Observation
Rate their learning process 1-5
Scoring what they're good at
Apply Different Learning Styles. Rating 1 for those who don't complete the work. Rating 5 for those who do it well
Scoring what they prefer
Student's Input
On the scale 1-5, which learning process they’d prefer in order from the least favorite to most favorite.
Approaches
Provide textbooks for visual and word learners.
Allow auditory learners to listen to audio books.
Give kinesthetic learners the opportunity to complete an interactive assignment online.
Factors to Consider: Comprehension and Disabilities
Process
Product
Based on their learning style, assign students to complete activities that show mastery in a way the student prefers.
Demonstrating the mastery of the content
Read and write learners write a book report.
Visual learners create a graphic organizer of the story.
Auditory learners give an oral report.
Kinesthetic learners build a diorama illustrating the story.
Learning Environment
Use Break out sessions
Group like-learning style students
If environment permits
Access quiet rooms with no distractions
Have class outside original classroom
Make or change seating charts
Multiple stations where students rotate around, including talking to the teacher about their progress, their thoughts, and what they learned