Making a Difference

Modi
fi
 ed presentations
Aim to present new concepts in such a way that all students gain an appropriate 
degree of knowledge. This may include the following strategies.
Begin instruction at the individual student’s current level of functioning.
• 
Stand close to students who need extra help.
• 
Modify the pace of instruction.
• 
Give clear, simple directions. 
• 
Speak at a slower pace, taking care to enunciate words.
• 
Write instructions, key ideas and vocabulary on the board with visuals to 
• 
support understanding.
Repeat and/or paraphrase concepts that are important or dif
fi
cult, or ask 
• 
students to do this.
Demonstrate, model or act out instructions.
• 
Complete the 
fi
rst example with students.
• 
Ask students to retell and explain in their own words.
• 
Use different coloured chalk and pens to break up or categorize 
• 
information.
Break information and directions into small steps.
• 
Provide additional background information or context for learning 
• 
activities.
Provide additional time to preview materials or complete tasks.
• 
Use idioms carefully and explain them in simple terms.
• 

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Part 2—Making a Difference
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Meeting diverse learning needs with differentiated instruction
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Use visuals, including maps, graphs and charts.
• 
Provide many examples. Look for examples that will be clear and relevant 
• 
to students.
Check for understanding on a regular basis.
• 
Teach important vocabulary. Identify common words that can appear in a 
• 
variety of contexts (such as “left” in mathematics as in “after you subtract 
x, how many are 
left
?”).