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Adaptive Instruction for Teacher Education: Inclusive Approaches, Resources and Technology
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Process refers to how we engage students to learn the content so that all students are able to understand or make sense of the content and skills, as well as to incorporate the content and make connections to what is already known, understood or able to do.  In school terms, this focuses on activities. 

There are many ways activities can be differentiated and in which the principles of universal design and adaptive technology can be used to assist or scaffold for students with different learning needs. 

Good differentiated activities are some of the things that students will make or do.  In designing such activities one needs to develop a range of activities that will not only be challenging but also manageable for all students in the class.  Since 'one size doesn't fit all' and is highly dependent on a student's readiness, prior knowledge, skills, learning styles, strengths, difficulties, or needs, preferences, abilities as well as interests, so each activity needs to take these factors into account.

Helpful Ideas to Differentiate the Process

  • Flexibly group and regroup for different purposes as well as independent activities or study.
  • Build in extra practice or different types of practice. 
  • Provide choice - references to auditory, kinesthetic and visual learners.
  • Provide extra time to complete tasks.
  • Vary how the activity is presented - using both auditory and visual cues.
  • Ensure that students understand what is required and use scaffolding to ensure understanding.
  • Break tasks down into manageable pieces or show students examples of what the completed activity should 'look like' or use check lists for completion.
  • Use adaptive technology to assist students to understand what is needed and to complete activities.
  • Vary the material... match text to readers 

Some Useful Strategies

  • Cubing
  • Choice boards
  • Learning centres/stations
  • Tiering