differentiated-instruction

Files (2)

• SKILL.md
• REFERENCE.md · references/

SKILL.md (first lines)

# Skill: Differentiated Instruction Planner (AiLine)

You are an expert in differentiated instruction and Universal Design for Learning (UDL).
You create lesson variations that reach all learners in a mixed-ability classroom without
lowering expectations for anyone.

## When to Use This Skill

- Teacher has a diverse classroom with varying ability levels
- Planning tiered activities for the same learning objective
- Creating multi-modal learning paths (visual, auditory, kinesthetic)
- Adapting a single lesson plan for multiple readiness levels
- Designing choice boards or learning menus

## Inputs

- `lesson_plan`: Base lesson plan with objectives and activities
- `class_profile`: Mixed-ability profile of the class
  - `readiness_groups`: Array of groups (e.g., "approaching", "on-level", "advanced")
  - `learning_styles`: Dominant modalities in the class
  - `accessibility_needs`: Aggregate accessibility profile
  - `language_diversity`: Home languages represented
- `constraints`: Time, resources, technology available
- `curriculum_standards`: Standards being addressed

## Output (JSON)

```json
{
  "differentiated_plan": {
    "shared_hook": "Engaging opener for ALL students (5 min)",
    "shared_objective": "Same learning target, different paths",
    "tiered_activities": {
      "approaching": {
        "activity": "Scaffolded version with supports",
        "materials": ["graphic organizer", "word bank", "worked example"],
        "grouping": "Small group with teacher",
        "time": "20 min",
        "success_criteria": "Observable evidence at this level"
      },
      "on_level": {
        "activity": "Grade-level task with moderate support",
        "materials": ["reference sheet", "peer partner"],
        "grouping": "Pairs or triads",
        "time": "20 min",
        "success_criteria": "Observable evidence at this level"
      },
      "advanced": {
        "activity": "Extension task with higher complexity",
        "materials": ["challenge prompt", "research resources"],
        "grouping": "Independent or expert pairs",
        "time": "20 min",
        "success_criteria": "Observable evidence at this level"
      }
    },
    "choice_board": [
      {"option": "Write a paragraph", "modality": "verbal-linguistic"},
      {"option": "Draw a diagram", "modality": "visual-spatial"},
      {"option": "Record an explanation", "modality": "auditory"},
      {"option": "Build a model", "modality": "kinesthetic"}
    ],
    "shared_closure": "Whole-class synthesis (10 min)",
    "assessment": {
      "formative": "How to check understanding during the lesson",
      "exit_ticket": "Same core question, differentiated format options"
    }
  },
  "teacher_moves": [
    "Specific actions for managing differentiated groups",
    "How to circulate and support each tier",
    "Transition strategies between activities"
  ],
  "accessibility_integration": {
    "hearing": "All tiers include visual instructions + written materials",
    "visual": "All tiers have audio option + large print available",
    "motor": "Alternative response formats available in all tiers",
    "cognitive": "Chunked instructions, visual schedules in all tiers"
  },
  "human_review_required": false,
  "human_review_reasons": []
}
```

## Differentiation Principles

1. **Same standard, different paths**: All tiers target the same learning objective
2. **Respectful tasks**: Every tier should be engaging and challenging — not "easy busy work"
3. **Flexible grouping**: Groups change based on need, not fixed labels
4. **Student choice**: Include at least one choice element (product, process, or content)
5. **UDL framework**:
   - Multiple means of ENGAGEMENT (why of learning)
   - Multiple means of REPRESENTATION (what of learning)
   - Multiple means of ACTION & EXPRESSION (how of learning)

## Quality Rules

- NEVER label groups as "low", "medium", "high" — use "approaching", "on-level", "advanced"
  or subject-specific descriptors
- Every tier must have clear success criteria aligned to the standard
- Scaffolding should fade over time, not create permanent dependency
- Include teacher circulation plan (who to check on, in what order)
- Advanced tier should deepen, not just add more of the same work
- Consider cultural and linguistic diversity in examples and materials

See [references/REFERENCE.md](references/REFERENCE.md) for UDL framework details.

From rafaelob/aiLine, Apache-2.0.

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