The document discusses four trends for differentiating instruction: 1) choice boards, 2) tiered assignments, 3) flexible grouping, and 4) manipulatives. It then outlines potential instructional issues with using these trends for diverse learners, such as sensory impaired students struggling with choice boards or students with intellectual disabilities feeling low self-esteem in tiered assignments. Finally, it provides strategies for assisting students in using prior knowledge, such as learning about their culture, show and tell, and making connections between past and present learning.

1. Differentiating Instruction
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By: Shannon Baxley, Ronald Williams, and Marilyn Miles
(BrainyBetty, 2013)

2. 4 Trends
1. Choice Board (Math and Science)
A choice board offers multiple options for a student to pick
from to learn a concept or meet requirements. Assign a
number of squares to complete and may method of
completing (will be explained with formatting). It is often 9
squares with assignments of similar or varying difficulty
levels. There are a few ways to use a choice board such as,
tic-tac-toe or dinner menu. With tic-tac-toe student are
required to complete 3 squares in a row so 3 in total. The
internet offers more examples and pre done templates to
choose from.
2. Tiered Assignments (Math & Science)
Tiered assignments work to meet the needs of varying
degree of student abilities. The level of complexity is
different per group or student. Though a tiered assignment
is fit for a low level, just at level, and above level student, all
assignments are meant to reach the same standard, just in a
way appropriate for the students learning level and pace.
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4 Trends Cont.
3. Flexibility Grouping (Math & Science)
- Flexible grouping is the grouping of students
continuously with different classmates. The grouping
itself is also in constant change. It can be whole group,
small group or partners. Its purpose is to put students in
a group that best fits their needs in the learning topic
4. Manipulatives (Math)
- Manipulatives offer a visual aid for students in need.
This differentiation method is great for math because the
manipulatives create an active lesson. They also help
make a math concept clearer. Manipulatives must be
used appropriately until the student can show mastery in
a traditional manner. The internet offers different
examples of ways manipulatives can be integrated into a
lesson plan.

4. Instructional Issues With Using
the Identified 4 Trends with
Diverse Learners
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5. Instructional issues Cont.
5. Choice Board (Math and Science)
- Sensory in-paired students would need specially designed assistive equipment to work with boards.
Student who have a combination of physical disabilities and mental disability may not be able to
comprehend the activity in Trend 1.
6. Tiered Assignments (Math and Science)
-When using tiered assignments, it does not allow students with various degrees of intellectual
abilities to interact on the same tiered. If students are aware of their learning tiered, they will know
their status among their peers. If students are at a lower tier, a feeling of low self- esteem along with
low academic expectations can result.
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6. Instructional issues
7. Flexibility Grouping (Math & Science)
-Students who need a structured learning environment may find it harder to learn mathematics and
science concepts. There may be an IEP recommending routine and stability groups in a learning
environment. Students with higher intellectual abilities may prefer a stable peer group with common
intellectual abilities and interests.
8. Manipulatives (Math)
-Students who are ELL, or sensory in-paired may need specially designed assistive equipment to use
manipulatives in mathematics. Mathematics manipulatives have to be appropriate and relevant to the
learning experience. Also mathematics manipulative should be adjustable as a student learns
because manipulates can become outdated quickly.
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7. Strategies Assisting Students
in Using Prior Knowledge
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8. Strategies for assisting students
in using prior knowledge.
-Make sure students feel safe in the classroom. Do not put any student on the spot when asked to
share information to get prior knowledge.
-Ask students write something about their culture: the arts, famous person, holidays, previous
educational experiences. Students should be prompted to write past learning experiences in order to
make a connection with their present learning experiences.
Additional strategies in using prior knowledge.
• Get information from parents via phone calls, surveys and conferences with teacher.
• Show and tell day
• Brainstorming
• Make a collage
• Pictograph – make KWL chart/graphic organizer (Thompson, 2010)
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9. Tiered Lesson Plan• A tiered assignment address a specific generalization, concept, or standard and provides
different paths to understanding based on the students readiness level, interest, or learning
profile.
An example of a tiered lesson is as follows:
A first grade class will be learning about numbers and operations. They will be able to understand
and represent commonly used fractions and illustrate that they are part of a whole.
• Tier one will receive a square (sandwich) and circle (pizza) piece of paper. They will determine
how to share the food between two and four people. They can fold the paper, cut it, and stack it
to determine if the parts are equal.
• Tier two will receive a square (sandwich), circle (pizza), and another circle (birthday cake). They
will determine how to share the food between 3, 6, and 12 people. They can fold, cut, and stack
the paper to determine if the parts are equal.
• Tier three will receive rectangles (sandwich) and triangle (piece of pie). They will determine
three different ways to divide the food between two people, so they each get an equal piece.
Students can fold the paper to demonstrate. Students will be asked “are there other different
ways to divide the food?”, “how many ways are there”, and “what shape is the easiest to divide
and can you demonstrate why with paper?”
As an assessment the teacher will note the student’s ability to divide the paper and recognize and
check for equal parts. Can they orally explain how many equal parts and demonstrate how they know
they are equal? The teacher may provide more in-depth questioning as needed (Adams & Pierce,
2004).
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10. Thank You
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11. References
Adams, C., & Pierce, R. (2004). Tiered Lessons: One Way to Differentiate Mathematics Instruction. Retrieved
from: http://www.davidsongifted.org/Search-Database/entry/A10513
Ann Lewis, Laurel School District; and Aleta Thompson, Cape Henlopen School District; September 2010.
Retrieved from: https://mindstepsinc.com/2012/09/activating-prior-knowledge/
Brainy Betty. (2013). Education Themed [Video].
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