D I F F E R E N T I AT E D S T R AT E G I E S G L O S S A R Y

Alternate assessments After learning experiences are completed

using the same content or process, the student may have a choice of
products to show what has been learned. This differentiation creates
possibilities for students who excel in different modalities over others
(verbal versus visual).
Anchor options Students are expected to understand and know how
to complete such activities with no teacher participation so that
teachers can work with small groups or individuals. Teachers often
spend time early in the school year describing such activities for
independence throughout the year. An example of an anchor activity
would be using a geoboard and following directions on an activity card.
Choice boards Work assignments are written on cards that are
placed in hanging pockets. By asking students to select a card from a
particular row of pockets, the teacher targets work toward student
needs yet allows student choice.
Choice of books Different textbooks or novels (often at different
levels) used for content study or for literature circles.
Compacting This strategy begins with a student assessment to
determine level of knowledge or skill already attained (i.e. pretest).
Students who demonstrate proficiency before the unit even begins
work at a higher level in flexible groups.
Entry points Introducing students to a topic through different
avenues, which might be narratives, quantitative or logical problems,
aesthetic (sensory) experiences, or experiential (hands-on) activities.
Explorations by interest Based on individual interests, students
can do research to find out more about a particular area/idea.
Flexible grouping Students are put in groups that do not remain
the same and the composition of the group is determined by interest,
skills, learning style, compacting.
Flexible seating Students are seated in arrangements that fit the
specific teaching plan and do not remain in the same arrangement
throughout the year.
4MAT Teachers plan instruction for each of four learning preferences
over the course of several days on a given topic. Some lessons focus

on mastery, some on understanding, some on personal involvement,

and some on synthesis. Each learner has a chance to approach the
topic through preferred modes and to strengthen weaker areas.
Games to practice mastery of information and skills Use games
as a way to review and reinforce concepts. Include questions and tasks
that are on a variety of cognitive levels.
Graphic organizers A visual representation of organizing thinking
and ideas such as a Venn diagram or a word web. Useful for all
students and particularly for those who organize visually.
Group investigation Students are grouped in pairs or small working
groups to develop a plan to solve a problem presented by the teacher.
Often the plan is completed by the same group and a response about
the process is expected.
Homework options Students are provided with choices about the
assignments they complete as homework.
Independent study or expert journal Students chooses a topic of
interest that s/he is curious and wants to discover new information.
Research is done from questions developed by the student guided by
the classroom teacher or differentiation teacher. The researcher
produces a product to share learning with classmates.
Interest centers Areas in a classroom set up with learning
experiences directed to a specific interest such as wolves or prairie
plants.
Interest groups A learning group composed of those interested in a
specific interest of learning.
Jigsaw Individual students or groups of students are asked to study
one component of learning (plants and animals of a biome) while other
students or groups study another component (physical characteristics
of a biome). Sharing information gathered puts the pieces together and
the students are required to learn from each other. Jigsaw can also
have students create different components of an end product.
Learning contracts Negotiated agreement between teacher and
student that gives students freedom in acquiring skills and
understandings considered important by the teacher.

Lectures coupled with graphic organizers The teacher provides

students with organizers on which students can take notes or which
they can use to follow along with a lecture.
Lets make a deal project A product that includes standards and
the option to alter one or more requirements with teacher approval of
the deal.
Literature circles Flexible grouping of students who engage in
different studies of a piece of literature. Groups can be heterogeneous
and homogeneous.
Mini workshop to re-teach or extend skills A short, specific
lesson with a student group who is focused on one area of interest or
who needs review and repetition of a specific skill.
Multiple intelligences options Students select activities or are
assigned an activity that is designed for learning a specific area of
content
through
their
strong
intelligence
(verbal-linguistic,
interpersonal, musical, etc.)
Multiple levels of questions Teachers can use the level of thinking
and the verbs that match those levels to advance the thinking of
student response.
Options for varied modes of expression Allow students to
express or present the information they have learned in a variety of
ways.
Orbitals Independent investigations generally lasting 3-6 weeks. The
investigations orbit or revolve around some facet of the curriculum.
Personal agendas A personal to-do list of tasks the teacher wants
each student to accomplish in a given day/lesson/unit. Student
agendas within a classroom may vary.
Stations Areas in a classroom set up with learning experiences that
are steps in a progression of learning an area of content or a skill.
Beginning and ending points for students can vary for differentiation.
Student-Teacher goal setting The teacher and student work
together to develop individual learning goals for the student.
Recorded materials Instructions and general information are put on
a cassette tap that students can play and replay.

Think-pair-share Students are working in pairs, asked to think

about a question for a specific amount of time, then asked to share
their answers with each other.
Think-Tac-Toe A choice board for students to complete learning
experiences.
Tiered lesson/assignment/product/center The content and
objective are the same but the process and/or the products are varied
according to level of skill attained.
Varying organizers Use organizers that have varied levels of
complexity.
Varying scaffolding on the same organizer Provide graphic
organizers that require students to complete various amounts of
information. Some will be more filled out (by the teacher) than others.
Varied supplementary activities Provide a variety of extra
activities for students to use to supplement the main lesson.