Differentiated Instruction Flashcards

A TJHSST teacher wants to differentiate for English Language Learners (ELLs) in a content-area class. Which strategy is most appropriate?

Answer: Providing bilingual glossaries and sentence frames to support academic language

Bilingual glossaries and sentence frames scaffold academic language without reducing content rigor for ELL students.

When designing a 'choice board' for differentiated instruction, what should guide which options are included?

Answer: Options that address different learning profiles, modalities, or interest areas while targeting the same standards

A well-designed choice board offers varied pathways to the same learning goal, honoring diverse learner profiles.

In a differentiated classroom at TJHSST, which aspect of the learning environment can be modified to support different learners?

Answer: Noise level, physical space, and the degree of movement or collaboration allowed

The learning environment in DI includes physical, social, and emotional dimensions that can all be adjusted to support diverse needs.

Which challenge is MOST commonly cited by teachers as a barrier to implementing differentiated instruction effectively?

Answer: Lack of time to plan and prepare multiple instructional approaches

Planning time is consistently cited as the top barrier to DI implementation because it requires more design work than one-size-fits-all instruction.

A student at TJHSST has high academic readiness but low motivation in a particular subject. The MOST appropriate DI response is to:

Answer: Investigate and connect curriculum to the student's interests to build intrinsic motivation

Connecting content to student interest is a DI strategy that addresses affective barriers alongside cognitive readiness.

Which statement BEST describes how ongoing formative assessment and differentiation are related?

Answer: Formative assessment provides continuous data that allows teachers to adjust differentiation in real time

DI is a dynamic, data-driven process — formative assessment is the engine that keeps differentiation responsive and current.

At TJHSST, a teacher applying Universal Design for Learning (UDL) principles alongside DI would primarily focus on:

Answer: Proactively designing multiple means of engagement, representation, and action/expression for all learners

UDL's three principles — multiple means of engagement, representation, and action/expression — align closely with and enhance DI practice.