In order to differentiate learning opportunities according to student interests, it is helpful to assess the areas

of interest among students. Interest assessments should be taken periodically throughout the school year on
a variety of topics beginning with a general inventory. Several general and specific interest inventories are
attached to serve as examples.
Steps in the Process:
1. Identify the type interest inventory. General inventories cover a wide range of areas while specific
inventories probe student interest in a particular content area or topic. Many teachers prefer to use a
general interest inventory at the beginning of the year and follow-up with specific inventories related to
units of study.
2. Identify the purpose of the inventory. General inventories are used to focus on student interests
periodically throughout the year. Teachers find them helpful in getting to know and understand
students perspectives. General inventories are often helpful in designing independent studies for
students that compact out of units of study. Specific interest inventories are used to design differentiated activities as well as task cards, contracts, learning and interest centers as well as learning stations.
3. For a specific interest inventory, identify the topic. Most units of study contain topics that may be used
to hook students interests and encourage in-depth study during the unit. Many units afford teachers the
time to build interest-based differentiation into the unit of study.
4. With the topic focus established, identify related sub-topics. For example, under the topic of leaders of
the American Revolution related sub-topics may include Thomas Jefferson, John Adams, George
Washington, Benjamin Franklin, etc.
5. Describe each sub-topic on the interest inventory with the goal of making all areas sound equally
inviting to the students. Without identifying the specific sub-topics, an effective interest inventory
highlights all areas so students may find them appealing.
6. A rating system is effective if students understand they are likely to work with one of their top 3
choices on the interest inventory. This allows the teacher flexibility in assigning tasks, grouping
students according to interest, and validating student interests.