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TEACHING MATERIAL & STRATEGIES FOR DIFFERENTIATED

INSTRUCTIONS IN CLASSROOM

TEACHING COLORS

COLORS FOR COLORBLIND STUDENTS

•Label coloring materials (crayons,colored pencils, and pens) with thename of the color.

•Teach color deficient students thecolor of common objects.

COLORS FOR COLORBLIND STUDENTS

• Writing in black on a whiteboard instead of using colors (or using white chalk on the blackboard instead of colored chalk)

• Make copies of activity sheets with a high black/white contrast, and not on colored paper. (Black print on red or green paper is not safe. It may appear as black on black to some color deficient students)

COLORS FOR DEAF STUDENTS

BOOK OF COLORS

COLOR DETECTIVE GAME

This game consists on makingthe students “hunt” for colorseither in classroomdecorations, in their books, or,in magazines.

Usefull game for kids becauseit makes them interact withtheir environment whilebuilding their knowledge.

TEACHING THE

WEATHER

WEATHER SENSORYBOTTLES

• Sensory bottles are containers that are filled with various materials as a way to encourage non-messy sensory play.

• Early childhood educators like to emphasize that “young children learn with all their senses.”

• Providing sensory experiences in a comfortable, accommodating environment can offer students new, exciting, and beneficial opportunities.

DISCOVERY BOTTLES

PREPOSITIONS

PREPOSITION CHARADES

Consists on a game wherestudents will randomlyselect a card and recreateeither with the box and theball or with their body,whatever the picture says.

Then, everybody has toguess which preposition is inthe card.

•Start by acting out the prepositionyourelf three times saying the wordwhile acting it out.

•Continuous practice, make them ACTOUT prepositions, with their body orwith their ball and box, use differentmaterials.

• If they’re stuggling emphasize theprepositions, not the other words.

HOMOPHONES

Start byexplaing

homophones/ meaningand giving

outexamples

along withvisual aid.

• The game consists ongiving each student a card and a sentencestrip with thehomophone written onit.

• Then, everybody willlook for their “pair”.

• After everyone foundtheir match, then theywill fill the activitysheet.

OVERACHIVERS

CLASSROOM MANAGMENT

ADHD

AUDITORY DISORDERS

AUTISM

1. A child with autism responds well to visuals –illustrations rather than print, which can be too overwhelming. You don’t want to cause information overload that may lead to frustration.

2. A child with autism is very literal, so make sure any instructions are simple, precise and do not cause confusion.

• The activities should be detailedstep by step. If they need to cut, you should add visual aid withsissors, if they have to glue, theyneed an image, etc.

•All steps must be clear and short, with help.

• You must tell them “Time’s up”, “No more cutting”, “No more painting”, etc.