{"id":358,"date":"2025-09-12T12:37:25","date_gmt":"2025-09-12T18:37:25","guid":{"rendered":"https:\/\/oer.uregina.ca\/assessmentsk\/?page_id=358"},"modified":"2026-03-19T21:50:19","modified_gmt":"2026-03-20T03:50:19","slug":"elementary-differentiation","status":"publish","type":"page","link":"https:\/\/oer.uregina.ca\/assessmentsk\/elementary-differentiation\/","title":{"rendered":"Elementary Differentiation"},"content":{"rendered":"\n
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General Differentiation Strategies<\/strong><\/strong><\/h2>\n\n\n\n

General Ways to Differentiate<\/h2>\n\n\n\n
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Setting a Low Floor with a High Ceiling<\/h2>\n\n\n\n
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Providing Work Periods for Students<\/h2>\n\n\n\n
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Using Bloom\u2019s Taxonomy for Higher Order Thinking<\/h2>\n\n\n\n
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Differentiation by Subject Area<\/strong><\/strong><\/h2>\n\n\n\n

Differentiation in Reading<\/h2>\n\n\n\n
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Differentiation in Art<\/h2>\n\n\n\n
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Differentiation in Math<\/h2>\n\n\n\n
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Differentiation in ELA<\/h2>\n\n\n\n
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Differentiation in Reading<\/h2>\n\n\n\n
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Communicating and Navigating Challenges<\/strong><\/strong><\/h2>\n\n\n\n

Communicating with Parents About Differentiation<\/h2>\n\n\n\n
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The Realities of Differentiation<\/h2>\n\n\n\n
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The Realities of Differentiation<\/h2>\n\n\n\n
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Teacher Perspectives on Differentiated Assessment<\/strong><\/strong><\/h2>\n\n\n\n

Triangulation of Assessment Diagnoses the Issue<\/h2>\n\n\n\n
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Responding to Students\u2019 Basic Needs<\/h2>\n\n\n\n
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Making Connections with Families<\/h2>\n\n\n\n
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Keeping it Simple<\/h2>\n\n\n\n
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Building Relationships<\/h2>\n\n\n\n
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“Assessment Doesn\u2019t Have to be Perfect”<\/h2>\n\n\n\n
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Criteria Remains the Same<\/h2>\n\n\n\n
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Listening to Students<\/h2>\n\n\n\n
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Multiple Levels of Assessment<\/h2>\n\n\n\n
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Students Showing Understanding in Their Own Ways<\/h2>\n\n\n\n
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Daily Assessment<\/h2>\n\n\n\n
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Using Different Types of Assessment<\/h2>\n\n\n\n
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IEPs are Behaviour-Based<\/h2>\n\n\n\n
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Absenteeism is a Challenge<\/h2>\n\n\n\n
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Opportunity for a Different Assessment<\/h2>\n\n\n\n
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Assessment Depends on Ability and Background<\/h2>\n\n\n\n
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“Assessment Should be Tied to the Overarching Outcome”<\/h2>\n\n\n\n
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Front Loading with Positive Feedback<\/h2>\n\n\n\n
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Minimizing the Workload<\/h2>\n\n\n\n
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Records of Adaptation and Triangulation<\/h2>\n\n\n\n
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General Differentiation Strategies General Ways to Differentiate Setting a Low Floor with a High Ceiling Providing Work Periods for Students Using Bloom\u2019s Taxonomy for Higher Order Thinking Differentiation by Subject Area Differentiation in Reading Differentiation in Art Differentiation in Math Differentiation in ELA Differentiation in Reading Communicating and Navigating Challenges Communicating with Parents About Differentiation […]<\/p>\n","protected":false},"author":8,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-358","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/oer.uregina.ca\/assessmentsk\/wp-json\/wp\/v2\/pages\/358","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/oer.uregina.ca\/assessmentsk\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/oer.uregina.ca\/assessmentsk\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/oer.uregina.ca\/assessmentsk\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/oer.uregina.ca\/assessmentsk\/wp-json\/wp\/v2\/comments?post=358"}],"version-history":[{"count":29,"href":"https:\/\/oer.uregina.ca\/assessmentsk\/wp-json\/wp\/v2\/pages\/358\/revisions"}],"predecessor-version":[{"id":1134,"href":"https:\/\/oer.uregina.ca\/assessmentsk\/wp-json\/wp\/v2\/pages\/358\/revisions\/1134"}],"wp:attachment":[{"href":"https:\/\/oer.uregina.ca\/assessmentsk\/wp-json\/wp\/v2\/media?parent=358"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}