Differentiated instruction and UDL in the high school classroom: practical strategies

Ontario's Learning for All (2013) describes two complementary approaches for reaching every student: Universal Design for Learning (UDL), which plans for a wide range of learners from the start, and differentiated instruction, which responds to particular students' readiness, interests and learning preferences. Together they work best as a planning mindset, not extra lesson plans.

UDL: plan for the range from the start

UDL asks: what barriers might students hit in this lesson, and how can I remove them for everyone?

• More than one way in. Present key ideas in more than one form: a short explanation, a visual, an example, a model.
• More than one way to show learning. Where the expectation allows, let students show understanding in writing, orally or visually.
• More than one way to engage. Offer choice of topic, text or role, and connect to students' lives.

What's necessary for some is good for all: a graphic organizer that helps a student with a learning disability also helps the student who just missed two classes.

Differentiated instruction: respond to what you see

Differentiation adjusts one or more of these, based on assessment for learning:

• Content: what students learn or the materials they use (e.g. texts at different reading levels on the same theme).
• Process: how they learn it (e.g. a worked example for some, a challenge extension for others).
• Product: how they show it (e.g. a written response or a recorded explanation).
• Environment: where and with whom they work (e.g. quiet space, partner work).

Realistic strategies for a 75-minute period

1. Tiered practice. One handout with three sections: got it, getting there, challenge. Students start where the exit ticket says they should.
2. Choice boards for practice or a summative, all aligned to the same success criteria.
3. Flexible groups that change by task, not fixed "ability" groups. The free group maker builds them in seconds.
4. Sentence starters and organizers available to anyone who wants them.
5. Chunked instructions on the slide, so students can work at their own pace.
6. Check-in conferences with a few students each work period.

Accommodations, modifications and IEPs

Some students have an Individual Education Plan (IEP). Accommodations change how a student learns or is assessed (extra time, assistive technology, a scribe) without changing the expectations. Modifications change the expectations themselves. Follow each student's IEP, and talk to your special education team when you're unsure.

Keep it manageable

You don't need to differentiate every part of every lesson. Start with one change per unit, such as a choice in the summative or a tiered practice sheet, and build from there.

Every lesson in a K9solutions course includes differentiation notes and supports in the teacher plan, so the planning is done before you walk in. Try a free lesson.