As I’ve said before, I have 25 IEPs/504s this year which really demands some serious differentiation. Foldables have turned out to be difficult and time consuming, so as I’ve mentioned in past posts, I typically print them off. Or I skip the foldable entirely, as shown in the photo above.
I further change things up a little bit by making the information that needs to be written on the foldable easier. I lose their attention quickly, and long rules and complicated examples means I lose them too. For example, here, we just put one easy example on the inside of the foldable. I also had them write the rule in student-friendly language. Which, after reflecting on it, is a good idea for all students, not just my SPED ones.
Differentiation is one of those things that I have always struggled with. I have a VERY diverse group of students this year, and I am going to have to step up my differentiation game. I have about 30 students per class, ranging from SPED/504/LD/ELL/ADHD/acronym etc. 1st grade reading level to 6th grade.
I’m feeling overwhelmed and could use some tips on how to make differentiation work in my classroom. And honestly, it needs to be fairly easy, because with 170 students, if it’s not fairly quick and painless, it will be hard for me to implement it and keep it consistent. I don’t mind putting in work on the weekends to get it rolling, but once the week gets started I need a system that I can keep going.
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