DWMS Differentiation 9.15.25

Multiple Choice

Why is it important for teachers to use differentiation in the classroom?

• It helps address the diverse learning needs of students.

• It makes lesson planning easier for teachers.

• It ensures all students receive the same instruction.

• It reduces the need for assessments.

Multiple Select

Which part of the teaching & learning cycle are we in when we talk about differentiation?

• Plan

• Teach

• Assess

• Analyze

• Respond

Multiple Choice

What is the main student success GOAL mentioned in the school improvement plan?

• Increase the median growth percentile in Reading and Math

• Enhance and refine differentiation

• Incorporate Project-Based Learning

• Improve classroom behavior

Multiple Choice

Where does differentiation occur in MTSS?

• Tier I: Universal All

• Tier II: Targeted Some

• Tier III: Intensive Few

• All tiers

Multiple Select

Which of the following are differences between differentiation and scaffolding?

• Scaffolding is whole group and differentiation is small group or individualized

• Differentiation expands upon the scaffolding

• Scaffolding occurs only in Tier II, while differentiation occurs in only Tier I

• All of the above

Multiple Choice

Which of the following best describes the difference between scaffolding and differentiation in education according to Google?

• Scaffolding is a permanent support system, while differentiation is temporary.

• Scaffolding provides temporary supports for mastering a concept, while differentiation customizes instruction to meet diverse needs.

• Differentiation is only for advanced students, while scaffolding is for all students.

• Scaffolding focuses on content, while differentiation focuses only on products.

Fill in the Blank

Fill in the blank: In Project Based Learning (PBL), students can have input and control over many aspects of a project, which is referred to as student ___ & choice.

When I send a survey, I read it :)

Comment 1...

What works for one group of students, may not work for another. PIVOT PIVOT

When I send a survey, I read it :)

Comment 2...

What are some strategies to use without being overwhelmed with planning?

When I send a survey, I read it :)

Comment 3...

I do think that with large classes this is the most difficult part of teaching. I think with proper tutoring options after school and parent connection, we could reach our struggling students.

When I send a survey, I read it :)

Comment 4...

Is this a summative grade or formative? LOL

Multiple Choice

Was the pretest a summative grade or formative?

• summative

• formative

When I send a survey, I read it :)

Comment 5...

6, 7

Poll

Do you know what 6,7 means?

• Yes

• No

• Unsure

Categorize

Options (6)

Tier I Curriculum

Adding supplemental materials for all students

Using a variety of instruction techniques, like visual aids and catchy songs

Adjustable basketball hoops to lower the basket for the special needs students

Review of foundational skills or previously taught concepts

Re-teaching material to a small group of students who did not understand

Organize these options into the right categories (HINT- 3 in each)

Scaffold

Differentiation

Multiple Choice

Student peers are used to help with the special needs students at basketball stations

• Scaffold

• Differentiation

Multiple Choice

Students can modify push-ups & planks by performing bent knee push-ups & placing their sneakers up against the bleachers to keep their body weight off the floor

• Scaffold

• Differentiation

Multiple Choice

Providing more challenging skills/tasks to a group of students who successfully demonstrated a lower skill/task

• Scaffold

• Differentiation

Multiple Choice

Provided simplified steps or an algorithm so that students can solve more complex math problems.

• Scaffold

• Differentiation

Multiple Choice

Editing a test to make questions more accessible for students at different levels.

• Scaffold

• Differentiation

Multiple Choice

During our factoring lesson, we showed students how to use a T-chart, a factor tree, and the "ladder method," But ultimately, we allow them to use the method they prefer.

• Scaffold

• Differentiation

Multiple Choice

Using exemplars for an upcoming writing task

• Scaffold

• Differentiation

Multiple Choice

Providing guided notes to IEP students in a CC class to assist them with the tier 1 instructional materials

• Scaffold

• Differentiation

Multiple Choice

To assist all students in organizing their ideas, we offer sentence starters for their Claim, Evidence, Reasoning (CER) reports, ensuring they have a structured approach to articulating their conclusions and reflecting on the lab process.

• Scaffold

• Differentiation

Multiple Choice

We will have multiple practice problems that differ in difficulty. Students can choose which level of difficulty they believe they are at and work on those problems. As the teacher observes, they may adjust the students' questions to be more or less difficult based on their success with the problems.

• Scaffold

• Differentiation

Multiple Choice

Practice for CER (Claim, Evidence, and Reasoning) by doing a multiple-choice version while reading an article.

• Scaffold

• Differentiation

Multiple Choice

In Unit 1, we did a variety of activities to learn vocabulary. We write, we repeat, we get up and talk with other students, play vocabulary games, mini projects, vocabulary lists, read using the vocabulary, and more.

• Scaffold

• Differentiation

Multiple Choice

During our density unit, we began by taking notes and discussing key concepts as a class, providing an auditory foundation for the topic. We then reinforced the concept through a series of density demonstrations, which allowed students to see the principles in action. Next, we viewed a short video that explained how boats float, providing a visual perspective on the topic. Finally, we concluded the unit with a hands-on activity, where students designed boats from aluminum foil and tested them for density, mass, and the amount of marbles they could support. This activity engaged students kinesthetically and gave them an opportunity to apply their learning in a practical way. By using a mix of auditory, visual, and kinesthetic strategies, the lesson catered to a wide range of learning styles, making the concept of density more accessible and engaging

• Scaffold

• Differentiation

Multiple Choice

We will integrate real-world scenarios into our upcoming lab activities to make learning more meaningful and engaging, especially for students who find certain topics challenging. For instance, in our unit on tectonic plates, faults, and earthquakes, we will explore real-time earthquake data and examine fault lines in Nevada and California. We’ll also discuss earthquake preparedness and how engineering practices help buildings and homes withstand seismic activity. To culminate the unit, students will apply their understanding by designing and testing a structure to determine whether it can endure the impact of a simulated 7.0 earthquake, reinforcing the practical relevance of what they've learned.

• Scaffold

• Differentiation

Multiple Choice

Chunking vocabulary into smaller parts for review and understanding

• Scaffold

• Differentiation

Multiple Choice

Now that we have a better understanding of our students' strengths and areas for growth, we will strategically group students for lab activities based on their individual needs. We will rotate students frequently so they can collaborate with diverse peers and benefit from varied perspectives. By pairing students with varying skill sets, we aim to create a collaborative learning environment where they can support and learn from each other during the lab activities.

• Scaffold

• Differentiation

Multiple Choice

The use of rubrics when grading (rubrics are changed based on CC, Reg, or ACC)

• Scaffold

• Differentiation

Multiple Choice

A sentence-by-sentence essay and paragraph frame for our end-of-unit informative essay

• Scaffold

• Differentiation

Multiple Choice

Provide a student with physical copies of scripts when they struggle with listening activities.

• Scaffold

• Differentiation

Categorize

Options (6)

Modeling notes

Tier 2 & 3 interventions

Audio for novel study

Highlighting important concepts when taking notes

Students are able to assess using different methods for the same concept.

Sentence frames for writing responses

Organize these options into the right categories (HINT- 3 in each)

Scaffold

Differentiation

Multiple Choice

The use of a graphic organizer and sentence stems during some written responses.

• Scaffold

• Differentiation