When I’ve seen it work, the teacher creates a theme for a project and splits the class up into small groups - 3 or 4 in each. With luck and teacher skill in assigning groups, each group will represent the different learning styles of the class, and will have an essential role to play in the success of the project. Then the children at differing academic levels can learn from each other in the same way younger brothers and sisters learn from their elders - watching, trying things out, respecting each other. Not easy, but worth the prep efforts of the teacher.

One get to know your students, what do they do outside of school what are their interest and then look at what accommodations they may have. If you have students with accommodations then create lessons that will accommodate those students. As well you can create lessons around the students interest keeping in mind the accommodations and the learning objectives.

One thing I found helpful is to realize that differentiated instruction can mean different approaches in teaching as well as different products for the same project or even different content suited for their needs and interests. As long as we have the same outcome, because I work in a standardized educational situation, the approach, content, and products can be differentiated.

In physical education, differentiating instruction involves adapting to students' diverse abilities, learning styles, and interests. Start by offering activities with varying difficulty levels, such as modified versions of skills—using larger balls for beginners or advanced drills for skilled students. Use flexible groupings, pairing students by ability or learning goals to foster teamwork and appropriate challenges. Incorporate choice by allowing students to select activities or sports they enjoy, increasing engagement and motivation. Provide clear demonstrations, feedback, and alternative ways to achieve goals, ensuring all students progress at their pace while building confidence and skill in a supportive environment.

Different techniques to be adopted for different sets of students..called differential teaching methodology catering to the individual needs. For example now a days we divide the class into 3 categories as BE( beyond expectation),WE( working towards expectation ) & ME ( meets expectation ).This Should be done quietly in teachers knowledge only , otherwise students are demoralised if segregated based on their calibre

Differentiated instructions require a collection of measures. It includes the learning needs of individuals, diversed teaching methods, grouping with inclusion and most importantly voice of learners.

Use tech, know the roster, don't reinvent the wheel. What have others done? What works, what doesnt? Have intent, delivery is everything.

Thinking of appropriate pedagogies and activities to effectively differentiate for your students is hard and very time consuming. Which is why we have built into the @Vivedus Platform a huge bank of differentiation strategies and built an AI pedagogical coach to make it easier for teachers.

In my class, since I have students with low abilities, I first group them according to their level of ability, even though they are already considered low. For each activity, I always provide examples to activate their prior knowledge and encourage them to add more based on their understanding. While it is easy to say that we should follow rules to meet the standards, I often question whether we should strictly adhere to these standards or adapt activities to allow students to learn according to their abilities and preferred learning styles. Sometimes, these standards simply do not apply to everyone.