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Differentiation Goals

The following are three differentiation strategies I would use in a Junior

1. Learning Centres
In this strategy multiple centres are set up all discussing a common topic, or
parts of a common topic. Each centre is differentiated for content, process
and product. tudents are as!ed to choose from the stations which they would
prefer to do "with guidelines to how many they should do#. This is a really
great strategy $ecause it allows for students to $e doing multiple different
acti%ities at the same time. It also gi%es the student the opportunity to feel
li!e they are learning independently. I feel these wor! really well with Junior
le%el students as it allows them to learn at their own pace and e&press their
understanding in ways of their choosing.
E&ample' ( Learning Centres a$out different )irst *ations ym$ols.
+. ,-)T -ssignments
,-)T -ssignment stands for role, audience, format, and topic. In these types
of acti%ities students get to choose from a list of roles they can assume, the
audience the product is for, the format that the message is presented and the
topic the message is a$out. )or e&ample, a student could choose to $e -
settler addressing the .ueen of England in a letter a$out the harsh winter. )or
each category there are multiple options which the student can choose from.
-gain this is a great strategy as it allows the student to feel an ownership
o%er their wor! as they chose the format, it was not dictated to them. tudents
can choose formats which fit their interests, or educational preferences. It
also allows for each student to feel that their pro/ect is uni0ue, as it will not
$e e&actly the same as all of their peers.
,ole -udience )ormat Topic
-n Early ettler The .ueen of - ,ecorded 1ideo 2ow was the
Child England winter3
- )irst *ations
Their ettlement - Letter 4ho ha%e you
met in the *ew
- )ur Trader - )uture
- peech 4hat do you do
for fun3
5. Jigsaw
In a /igsaw assessment students wor! on their a$ility to wor! with each other
in a cooperati%e en%ironment. In a /igsaw assignment each student ta!es on
the role of 6e&pert7 on one element of the topic. 8nce they ha%e prepared
their part of the assignment they return to their group to share their
understanding with their group mem$ers. This completes the /igsaw pu99le.
This is a great strategy $ecause it again creates an ownership o%er their
!nowledge, students can feel empowered $ecause they are the e&pert and are
teaching the others. It is also effecti%e $ecause it allows students to within
their groups choose the aspect of the topic which $est suits them.
E&ample' - /igsaw acti%ity a$out the parts of speech. Each group mem$er
$ecomes an e&pert on either nouns, pronouns, ad/ecti%es, %er$s, ad%er$s,
prepositions, con/unctions, or inter/ections. Including defining the term,
gi%ing e&amples, e&plaining the rules, and using e&amples in a sentence.