• General
• Allow students to work where they work best (examples: standing desk, sitting on the floor, sitting in a laundry bin)
• Build in choice
• Weight tasks according to expectations met and not on the kind of product
• Provide parallel tasks
• Provide tiered assignments
• Provide scaffolding 

Task Completion

• When students have multiple tasks to complete, let them choose the order of completion

• Allow students to choose whether to work alone or with a partner on some tasks

• Provide students with a assignment options to demonstrate their learning

• Provide varied support systems (examples: peer evaluation, graphic organizers, recorded material, a variety of texts, small group instruction)

Differentiated Instruction in Reading–Examples

• Provide background information before reading the selection
• Read complex materials in pairs or small groups
• Read documents in small pieces
• Get students to read and paraphrase for others
• Enlarge the text for students that require accommodation
• Pair students to read materials out loud
• “Turn and talk” after reading each paragraph and share interpretations of the material
• Make copies of a text and let students mark them up with notes, highlighters, etc.
• Pre-teach difficult vocabulary or target language
• Allow students to read the text beside a computer so they can look up words or check facts
• Use e-books or books on tape
• Encourage annotation while reading
• Act it out
• Do a tableau of the main idea

Group Discussions

• Have several discussion points or questions ready to share with students
• Model different discussion strategies (e.g. questioning, active listening) before discussion begins
• Assign a discussion leader to moderate
• Have a “Parking Lot” where students can post sticky notes with questions/comments if some people have difficulty speaking up

Writing

• Scribe for some students or elicit the help of another student
• Provide the opportunity for some writing to be done as a team effort or in pairs
• Write on a computer, by hand, or make an oral recording
• Provide writing exemplars or templates
• Sketch the main idea
• Allow some students to plan their ideas before the writing assignment is given to the class
• Make a concept map

Assessment

• Co-create success criteria with students
• Develop learning contracts with students who may want to do more complex or slightly different work on a given topic.