Balancing individual student needs with the curriculum: Struggling to find a solution?

I always try to balance individual student needs with the demands of the curriculum by tailoring lessons in ways that keep both in focus. Every student learns differently, so I look for ways to incorporate choice, flexibility, and differentiation into my teaching. Sometimes that means adjusting the pace, offering multiple ways to engage with the material, or creating tiered assignments that meet students where they are while still pushing them forward. I’ve found that small shifts, like using group work, hands-on activities, or technology, can make a big difference in keeping students engaged without losing sight of learning goals. It’s not always easy, but when I see students thrive, I know the extra effort is worth it.

Most curriculums have multiple lessons over the same concept to ensure retention. To incorporate different learning modalities without overwhelming yourself, adapt each lesson to 1 or 2 modalities so that you have covered at least 4 different modalities before the concept is considered complete. Extension activities can also be offered with a variety of learning methods in mind and could be a standing list such as; 1. Teach a friend what you learned today, 2. Pick one of our extra resources to read more about our topic, 3. Write a summary of what you learned, 4. Create a model showcasing a key finding from today. This list can be used with a number of units allowing you to provide adaptations while still maximizing your time.

Different students have different strengths. Changing the grouping and individual responsibilities within the group based on the activity allows for those who may need support most often to shine as leaders in their strengths when paired with peers that need help.

To find a solution, you need to use continuous assessment. This is to help you know what are the needs of your students. You need to conduct regular assessments and tests. This is so that you would be able to gauge the level of understanding of your students. You need to also make sure that conduct monthly tests or at tests least after you've finished a certain part of the syllabus. This is so that you would know if they have been left behind in their lessons or not.

Remember that assessments don't have to be formal experiences. Informal assessments are valuable and easier to incorporate at more frequent intervals. When planning a unit, ensure you have regular touch points whether it be a daily exit slip, one on one conferences, quizzes, assessments, presentations or merely notes from observation. The combination will ensure students are on track OR that your plan has been altered to accommodate gaps in learning.

Feedback needs to be specific, timely and productive. A student must know what was done that earned them a good job so they can repeat it the same as we tell them what not to do when we don't want them to repeat it. Good feedback can take time so to avoid a significant lapse between the work and the feedback, make sure the overall unit plan accommodates for the feedback loop before you are 3 assignments behind in grading. Not every assignment needs to be turned in for formal feedback allowing enough time for the feedback that is given to be as valuable as possible.