Use a variety of ways to find out what students know before introducing new learning, such as :
student interest surveys
Decide what skills or background knowledge need to be taught in order for students to make sense of what they are learning.
Identify key points where students are likely to fall behind or develop misunderstandings and plan instruction accordingly.
Continue to monitor learning to check for understanding.
When presenting content...
Use a variety of ways to present new information to students.
Provide reading material at different levels so as to match readiness to appropriately challenging/interesting texts
Bookmark websites that match student readiness and interests.
Use small group or individualized instruction to close gaps in background knowledge or reteach skills.
When students are working on sense-making activities (process)...
Adjust the levels of complexity, abstraction and degree of structure to match students’ readiness levels.
For example :
provide graphic organizers that vary in degree of difficulty/complexity
break activities into smaller parts
provide more structured directions for those who need them
plan questions that challenge students at different levels
use tiered activities based upon students’ levels of understanding and prior knowledge.
provide anchor activities that students can work on independently as needed throughout the process
use flexible groupings
When planning for the final product...
Provide some resource material in a student’s mother tongue.
Allow students to use technology, e.g. a spell-check program.
Provide structure in terms of timelines, check-in times, etc. for completing various components of a product.
Provide models of effective student work at different levels of complexity to match students’ readiness levels.
When possible allow students some choice of possible products based on their readiness levels.
Allow students to complete the product in different ways.