Differentiation Strategies
General
 Use multisensory approaches; address multiple intelligences
 Use manipulatives and hands-on or real-life experiences
 Adjust verbal and written vocabulary for level of student
 Relate information being presented to previous experience; use real, culturally
relevant examples and situations
 Teach prerequisite skills; build on prior knowledge
 Teach to student's strengths and interests
Language: Speaking and Listening
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Provide for whole group and small group participation and pair work
Give visual and oral cues; use graphic organizers; tape record lessons, stories,
assignments
Have students repeat, retell, or paraphrase
Demonstrate and describe at the same time
Use concrete language; keep sentences simple
Provide multiple ways for students to share what they know, both language and
non-language based
Thinking
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Keep information and instructions at student's comprehension and vocabulary
level
Demonstrate abstract concepts using concrete materials
Provide multiple exposures to information
Reduce distractions
Draw attention by using visual cues such as highlighting, arrows
Break information into manageable chunks; sequence materials and information
from simple to complex
Writing
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Break writing task into small steps; show how each step leads to the next
Have student dictate (to student, teacher or tape recorder) or draw, then write
Utilize work banks, word walls, and dictionaries; have students make their own
dictionaries with words, definitions, and pictures
Provide a variety of graphic forms for organizing: lists, webs, diagrams, charts,
index cards, outlines
Allow peer conferencing for editing
Have student read his/her writing to class and other audiences
Provide authentic writing tasks such as thank you notes or letters of request
Reading
 Build background and vocabulary before reading
 Use Story Maps, Picture Walks, Word Walls, Sentence Strips, Think Alouds,
readers circle, retelling, strategy charts, highlighting tape, rulers for line of print,
and graphic organizers
 Select materials at student's reading level; use leveled books
 Provide multiple exposures such as tape recording of text, dramatization, role
playing and music
 Provide a variety of manipulative pictures, letters and words
 Use a variety of printed materials including real life print such as magazines and
cereal boxes
Work and Study
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Provide strategies to help students organize their work
Use peer tutoring or study buddies
Use questioning strategies to assist in problem solving
Set clear timelines; give time cues
Gain students' attention before giving instructions; give oral and written
instructions and keep them as simple as possible
Check for understanding by having student repeat directions or assignment
Assessment and Test Taking
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Use multiple forms of assessment that use different intelligences (e.g., drawing
and writing); provide multiple ways of responding
Make sure the readability level matches the student's reading level
Decrease distractions
Provide clear simple directions
Adjust task and criteria/rubric for different students
Social/Emotional
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Consider social and emotional as well as academic needs when planning
Place students in groups where they will be most successful
Verbally and visually prepare students for transitions and changes in routine
Allow for short breaks and movement during long periods of sitting
Provide student with adequate space (some need more than others); provide
advantageous seating
Provide clear limits and consequences and enforce them consistently
Adapted from Educational Checklist and Suggested Accommodations, Arlington Public
Schools, Arlington, VA 2000.