Individualization

Universal Design for Learning

Differentiation

Resources for Intentional Planning

Scaffold for Learning with the focus on Learning Activities - students engage in learning through a variety of participatory structures – ways in which to participate in the learning process. The scaffold for learning is a tool you can use to plan these participatory structures for students.

Individual, Pairs, or Small Group? - In a more student-driven learning environment, students can choose whether to learn independently, in pairs, or in a small group. So, when planning your instructional materials, consider including activities that offer those options.

Instructional Task Continuum for Math - This continuum lays out four activities for math (word problems, performance-based tasks, project-based tasks, and problem-based tasks) and compares them in terms of different aspects of instruction, including levels of engagement for students, teacher time needed for planning, and instructional type.

Explore the continuum below as it breaks down the various real-world connections present in a math classroom.

Curriculum Planning with Cognitive Strategies - This planning tool will help administrators and teachers identify which strategies should be taught in order to develop those cognitive processes associated with specific standards.

The first planning tool is for teachers and curriculum developers to delve more deeply into a single standard. Although you would not engage in this exercise for every standard, the process will help focus educators on the importance of supporting the development of cognitive processes.

Leveling Up Through Cognitive Progression - All students are not at the same cognitive stage, and they do not all have the same learning style. Thus, when you stand before your class to teach a skill, you are only reaching a portion of your class. This tool will explain a differentiation strategy intended to meet the needs of all students in your learning community, beginning with the end in mind.

Student Learning Dashboard

Students can use learning dashboards with standards and curricular objectives to track their progress across the year, using the data to select learning activities. Like a car dashboard, a learning dashboard offers students and teachers an up-to-date snapshot of progress.

This sample dashboard lists discrete skills from curricular standards and allows the teacher or student to designate if a student is "Just Learning," "Practicing," or at the "I Got This!" stage.

Excel Version (make a copy to edit)
Google Sheets Sample (make a copy to edit)

Five Levels of Content Facilitation Questions - When you are a masterful facilitator, you spend a majority of your time working with students one-on-one, in pairs, or in small groups as students are working on differentiated activities. As students are working on their activities, you'll want to have thought through a set of leveled questions to ensure that each of your learners is progressing toward and beyond content mastery.

Technology Infusion Component Considerations

How you could use AI as a design assistant?

How could AI support teachers with coming up with powerful higher order thinking questions or idea building for discussion protocols in more innovative ways?

Use AI to help you come up with strong facilitation questions! When you prompt it, be sure to ask it to create questions from all Five Levels of Facilitation Questions.

See our sample conversation with Google Gemini by clicking here or expanding the picture on the right. How could you use the same format with SchoolAI?

Additional Examples:

Conversation with Google Gemini with Retaining Math Concepts - this secondary math sample focuses on students who struggle with lack of retaining information and inability to stay focused, both executive function skills.
Conversation with Google Gemini: Decoding activities for Kindergarten - this primary/early elementary sample focuses on students who have IEPs.

At IDE Corp., we have developed the 7 Essential Elements for ELL Support to support educators working with ELLs. Though most language instruction will come from an English as a Second Language (ESL) teacher, it is still important that all teachers consider how they can support this element in their classroom or in their building role.

Applying Universal Design for Learning (UDL) Principles in Writing for English Language Learners (ELLs)

English language learners (ELLs) face unique challenges when it comes to acquiring language skills, especially in the realm of writing. Universal Design for Learning (UDL) principles provide a framework that can significantly enhance the writing experiences of ELLs, making the process more accessible and engaging for all. Read this post to learn more.

Progressions for Supporting ELLs Through Scaffolding - This document provides ideas on how educators can differentiate their Scaffolding for ELLs at different proficiency levels.

Progressions for Supporting ELLs Through Explicit Language Instruction - This document provides ideas on how educators can differentiate their Explicit Language Instruction for ELLs at different proficiency levels

Progressions for Supporting ELLs' Emotional Wellness - This document provides ideas on how educators can differentiate their Emotional Wellness for ELLs at different proficiency levels.

Stages of Language Acquisition - Language acquisition is a remarkable process that unfolds in distinct stages. The stages can be broadly categorized into five phases: pre-production, early production, speech emergence, intermediate fluency, and advanced fluency.

Additional Resources for Differentiation

Brainstorming Teacher Cloning Tools - Have you ever felt the need to be in more than one place at one time in the classroom? It's possible to create supports for your students that give the illusion of the teacher being everywhere. Developing tools that will "clone" the teacher allows students the assistance to complete tasks independently and provide "just-in-time" learning to help them master the skill.

How-To Create a How-To Sheet - Using a how-to sheet requires students to be active participants and provides just-in-time learning to help students become proficient at a skill.

For those who have worked with IDE in the past in LATIC, Activity Lists (and 9 Box Grids) will be familiar to you. We continue to develop our concepts of activity list over time. Below are a few sample activity lists and 9 box grids to give you ideas that could be used.

Activity Lists:

9 Box Grids:

- 9 Box Grids (Learning Styles and Readiness)
- Sample 1
- Sample 2
- Sample ESL Choice Board
- Totally 10 - Linear Equations

Technology Infusion Component Considerations: Utilizing AI

Below are some suggestions for NYSESLAT utilizing an AI Chatbot:

To support Speaking and Listening skills aligned with the NYSESLAT, you can incorporate a mix of strategies and question types that develop key language functions. These should target comprehension, expression, and interactive communication in a structured yet engaging manner.

Speaking Questions/Strategies

Describe Objects, Actions, or Events:
- Question: "Can you describe what happened at the beginning, middle, and end of the story we just read?"
- Activity: Show a picture sequence and ask students to narrate what is happening in each scene.
Express Opinions or Preferences:
- Question: "Which animal do you think would make the best pet and why?"
- Strategy: Use sentence frames like, "I think ___ is the best pet because ___."
Retell Information:
- Question: "Can you tell us what you learned about farm animals in your own words?"
- Activity: After a read-aloud or lesson, students work in pairs to retell key points.
Answer and Ask Questions:
- Question: "What questions do you have about today’s story/topic?"
- Activity: Teach students how to use question words (who, what, when, where, why) to ask meaningful questions.
Use Academic Vocabulary:
- Strategy: Create a word bank related to a theme (e.g., farm animals or math concepts like "greater than" or "equal to") and encourage students to use these words in sentences.

Listening Questions/Strategies

Identify Main Ideas and Details:
- Question: "What is the main idea of the story we listened to? Can you share two details that support it?"
- Activity: Provide a graphic organizer where students jot down main ideas and details during a read-aloud.
Follow Directions:
- Question: "Can you draw a picture that shows what I just described?"
- Activity: Give multi-step directions verbally and check for understanding by asking students to repeat the instructions.
Make Predictions:
- Question: "What do you think will happen next in the story? Why do you think that?"
- Activity: Pause during read-alouds to encourage students to listen closely and predict outcomes.
Identify and Respond to Key Words:
- Activity: Play games like “Simon Says” using key academic or content vocabulary.
- Question: "What does it mean when I say ‘classify’ in science? Can you give me an example?"
Interactive Listening:
- Strategy: Use paired discussions or "turn and talk" after listening to a story, where each student must summarize or respond to their partner.

Combined Speaking and Listening Activities

Story Chains:
- Students take turns adding to a story based on prompts, practicing both listening and contributing relevant ideas.
Role-Playing:
- Use real-world scenarios like "ordering food at a restaurant" or "asking for help in class" to develop conversational skills.
Gallery Walks:
- Set up visual displays around the room (like farm animal pictures). Students move in pairs, listening to a partner describe the image, then switch roles.
Peer Interviews:
- Have students pair up to ask and answer questions about a topic, practicing active listening and verbal responses.
Interactive Read-Alouds:
- Pause for think-alouds or partner shares during stories. Use open-ended questions like, “Why do you think the character made that choice?”

Page updated

Report abuse