DI Strategies

Specified, engaging, and meaningful ongoing activities on which students work independently in class or at home and are used to answer the questions. “What do I do when I’m finished?” or, “What do I do until the teacher is ready for me?”

• Walk around, throw pencils, distract everyone...

• Anchors

• Compacting

• Students can work independently!?!

Answer explanation

-Curriculum-based

-Allows students to stay engaged during "downtime"

-can be short or long term activities

Anchor Activity Ideas:

-Read independently

-Projects

-Freckle

-Opportunities for enrichment

-Opportunities for reinforcement

-Content specific activities

-Integrating technology

-Have students create review games for the class to play

......and many more! :)twntim

Students have a list of things that they must do and a list of things that they can do when they are finished with the must dos.

• Anchor Activities

• Can do!?

  Maybe when pigs fly....

• Checklist

• Must Do/Can Do

Answer explanation

-Teacher assigns activities that students "must do" and is based off of a prior assessment.

-This strategy allows choice, promoting engagement and motivation.

A form of flexible grouping that provides those who can with the next step and those who need more instruction with another learning opportunity.

• Targeted Checks

• Must Do/Can Do

• 
• Split Screen/Flex Grouping

Answer explanation

-Allows teacher to spend time with students that need support.

-Groups are determined by formatively assessing students.

-Great strategy to use when you have 3 or less groups.

-Ensure you have an anchor activities for the students that finish early.

Choices for review activities for students based on areas of need as determined by self-assessment or teacher assessment/recommendation.

• Learning Choices

• Challenge by Choice

• 
• RAFT

Answer explanation

Review activities for students should be tailored to their individual needs. Self-assessment or teacher assessment/recommendation can help identify areas of need. Once these areas are identified, review activities can be chosen to help the student improve in those areas. Examples of review activities could include practice tests, flashcards, online quizzes, or worksheets. Additionally, students can be encouraged to review material with a partner or in a small group setting.

A set of assessment-driven activity choices that provides students with opportunities to choose how they demonstrate their learning.

• Choose!? I choose sleep.

• Challenge by Choice

• Anchors

• Learning Choices

Answer explanation

Assessment-driven activity choices are a way for students to demonstrate their learning in a variety of ways. This type of learning allows students to choose activities that best suit their individual learning styles and interests. These activities can include projects, presentations, essays, and other creative tasks. By providing students with a range of options, they are able to demonstrate their understanding of the material in a way that is meaningful to them. This type of learning also encourages students to take ownership of their learning and to be more engaged in the process.

A specific type of formative assessment that focuses on critical content/skills, collects data from each individual student, and is used to inform instruction that will engage each student at correct level difficulty.

• Learning Choices

• 
• Targeted Checks

• Challenge by Choice

Answer explanation

A type of formative assessment that is designed to measure a student's mastery of a specific set of skills or content. It is used to inform instruction and to ensure that each student is engaged at the correct level of difficulty. Collects data from each individual student, allowing teachers to identify areas of strength and weakness and to adjust instruction accordingly. This type of assessment is particularly useful for helping students to develop critical thinking skills and to understand complex concepts.

A differentiated strategy for students who have demonstrated mastery to move ahead with the curriculum or onto more challenging learning goals.

• Scaffolding

• 
• Compacting

• Expert Partner Jigsaw

Answer explanation

A differentiated strategy for students who have demonstrated mastery is a way of providing students with the opportunity to move ahead with the curriculum or onto more challenging learning goals. This strategy allows teachers to tailor instruction to meet the individual needs of each student. For example, a student who has already mastered a particular concept can be given the opportunity to move ahead and explore more challenging material. This strategy can also be used to provide students with additional support if they are struggling with a particular concept. By providing differentiated instruction, teachers can ensure that all students are able to reach their full potential.

Promote thinking and motivation through choice and unique perspectives.

• Challenge by Choice

• Compacting

• RAFT

• 

Answer explanation

Role

Audience

Format

Topic

-Provides opportunities for meaningful writing.

-Provides students with a unique mode of thinking that is often more challenging because they must think from a variety of perspectives.

-A type of learning choice which provides students with options to demonstrate what they know.

Six levels of questions/tasks often used for review, reading analysis, or partner discussion; a game format can be used.

• 
• Think Dots

• Challenge by Choice

• Expert Partner Jigsaw

Answer explanation

-Gamified activity that allows students to work in pairs and roll dice to answer questions of increasing difficulty.

-Can be differentiated by changing the level of difficulty.

-Differentiated based on targeted checks.

An activity in which students are assigned an appropriate leveled component of content/learning and work with a partner or group to become experts before sharing with classmates at other levels.

• Expert Partner Jigsaw

• 
• RAFT

• Think Dots

Answer explanation

This is an example of differentiated instruction. Differentiated instruction is a teaching approach that allows teachers to tailor instruction to meet the individual needs of each student. In this activity, students are assigned a component of content/learning that is appropriate for their level of understanding. They then work with a partner or group to become experts on the topic before sharing their knowledge with classmates at other levels. This approach allows students to learn at their own pace and to gain a deeper understanding of the material.