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Page history last edited by Lara Malpass 9 years, 12 months ago

Plan your classroom for differentiated instruction.  


Have teachers consider the following common scenerio: (Broderick, Mehta-Parekh & Reid, 2005)


An elementary teacher expects students to take turns reading aloud.  Many disabled students, regardless of the particular label, may not read at grade level and may be embarrassed to read out loud.  When the teacher calls on a disabled student to read aloud, the student throws a temper tantrum.

In pairs, have teachers discuss their answers to the following two questions:


1. As a teacher, how do you react to this situation?


2. What could the teacher have done to have avoided the situation?


As a group have pairs share their answers.  After each pair gives their answer discuss as a group. 

Some possible solutions include asking students to volunteer to read aloud, allowing them have a reading buddy, assigning “parts” the hour before and asking students to prepare ahead, allowing them to decide how and when they will read.  Also, you many bypass reading altogether (if the objective does not require decoding skills), using alternative text with similar content, placing aids within texts to promote comprehension, supporting reading with graphic organizers, or guiding the reading by previewing important concepts and ideas. When teachers effectively differentiate instruction-constantly assessing students’ understandings, teaching responsibly, and enabling students to demonstrate competence in varied, meaningful ways-disabled (and other) students can participate successfully as full members of heterogeneous inclusive classrooms.


First step is examine your current practices.


1. In pairs, discuss your current practices of teaching and how you can differentiate instruction for students.  


2. After teachers have discussed in pairs discuss as whole class common instructional techniques.



Broderick, A., Mehta-Parekh, H., & Reid, D. (2005). Differentiating Instruction for disabled students in inclusive classrooms. Theory into practice, 44(3), 194-202.doi:10.1207/s15430421tip4403_3.


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