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Supporting Differentiated Instruction

Planning for differentiated instruction begins with trying each Problem for yourself while keeping in mind how your students may tackle the task, especially special education students, gifted students, at-risk students, or English Language learners. Based on your personal experience, you can anticipate where your students may excel or struggle with the Problem. While preparing for the Explore phase of the lesson, you should generate questions to pose to students who are having difficulty as well as to students who are ready for an additional challenge. The teacher materials can help you plan these questions. Finally, the Summarize phase allows you to differentiate how students will share their discoveries. You can follow this link to find more ideas about differentiating while teaching a lesson. Also, see Differentiating for discussion of working with special groups.