Differentiation means changing how students access and show learning while keeping expectations high. It does not mean lowering the bar. Keep grade-level texts on the table, then scaffold access so every student can engage meaningfully.
Start with clarity. Identify the essential understanding for the lesson. For example, “explain how evidence supports a claim,” or “solve multi-step word problems that include measurement.” Choose a grade-level text or task that matches that understanding. Then layer supports so students can reach it.
Use scaffolds that open doors without changing the goal.
- Preview key vocabulary with pictures and examples.
- Chunk long passages into shorter sections with guiding questions.
- Offer audio versions and text-to-speech while students follow along.
- Provide graphic organizers and guided notes.
- Model a sample problem, then use think-aloud prompts to make reasoning visible.
- Add sentence starters and frames so students can produce academic language.
Know the difference between accommodations and modifications. Accommodations change how a student learns or shows learning. Examples include extended time, a calculator for complex computation, or enlarged print. Modifications change what the student is expected to learn. Examples include reduced reading level or fewer standards. Use accommodations first so expectations stay at grade level whenever appropriate.
Measure learning every week. Track accuracy, rate, and explanation quality for reading. Track strategy use and error patterns in math. Ask students to reflect on which supports helped and which can fade. Share quick updates with families in plain language.
Design for equity. Ensure multilingual learners and students of color receive the same access to grade-level materials, not a steady diet of below-level worksheets. Check who gets extended time, who gets teacher conferences, and who gets the most rigorous prompts. Adjust access so opportunity is fair.
Thoughts Processed 