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ASCD's
STRATEGIES
FOR
DIFFERENTIATING
INSTRUCTION
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Nearly
all educators agree with the goal of differentiating
instruction, but teachers may lack strategies for making it
happen. Here are some of the many strategies - in addition
to flexible grouping and tiered activities - that teachers
can use to avoid lockstep instruction.
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Stations. Using stations
involves setting up different spots in the classroom where
students work on various tasks simultaneously. These
stations invite flexible grouping because not all students
need to go to all stations all the time.
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Entry Points. This strategy
from Howard Gardner proposes student exploration of a given
topic through as many as five avenues: narrational
(presenting a story), logical-quantitative (using numbers or
deduction), foundational (examining philosophy and
vocabulary), aesthetic (focusing on sensory features), and
experiential (hands-on).
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Compacting. This strategy
encourages teachers to assess students before beginning a
unit of study or development of a skill. Students who do
well on the preassessment do not continue work on what they
already know.
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Problem Based Learning. This
strategy places students in the active role of solving
problems in much the same way adult professionals perform
their jobs.
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Agendas. These are
personalized lists of tasks that a student must complete in
a specified time, usually two to three weeks. Student
agendas throughout a class will have similar and dissimilar
elements.
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Choice Boards. With this
strategy, work assignments are written on cards that are
placed in hanging pockets. By asking a student to select a
card from a particular row of pockets, the teacher targets
work toward student needs, yet allows student
choice.
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Complex Instruction. This
strategy uses challenging materials, open-ended tasks, and
small instructional groups. Teachers move among the groups
as they work, asking students questions and probing their
thinking.
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4MAT. Teachers who use 4MAT
plan instruction for each of four learning preferences over
the course of several days on a given topic. Thus, some
lessons focus on mastery, some on understanding, some on
personal involvement, and some on synthesis. As a result,
each learner has a chance to approach the topic through
preferred modes and also to strengthen weaker
areas.
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Orbital Studies. These
independent investigations, generally lasting three to six
weeks, revolve around some facet of the curriculum. Students
select their own topics, and they work with guidance and
coaching from the teacher.
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