How to use the Differentiated Instruction Planner.
Differentiate access and support while keeping the learning goal visible. Alternative activities should not unintentionally reduce the task to a different objective.
Make the workflow fit your task.
Keep the shared learning objective clear while varying access, support or representation. Explain how each version lets learners demonstrate the same skill, and review whether an adaptation unintentionally changes the task's demand.
- What you provide
- Lesson goals and stated learning needs.
- What you get
- Alternative activities supporting the same objective.
See the input and the result.
Illustrative input and output · a teaching example, not a live WebAct run
Example input
All learners must identify a text's main idea; reading fluency varies.
Completed example
Offer a read-aloud or shorter passage with the same main-idea task, then compare evidence supporting the selected idea.
Load this input into the prompt, then copy it to WebAct to try the task. Your result may differ from the illustration.
Decisions and troubleshooting.
Does differentiation always mean giving easier content to some learners?
Adjust support according to need while preserving the intended learning where appropriate. Access differences do not automatically require a different objective.
Why does an adapted activity no longer assess the main idea skill?
Check whether the answer was effectively given away or replaced by a different task. Preserve the reasoning the objective requires.
Try it with your own source.
Replace the example with your material in the task prompt. Keep the requirements you need, then copy the task into WebAct.
Customize and copy the task ↑