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[yaichenbaum]

While there is much talk about differentiated instruction in English studies, many more traditional mechanchim find it difficult to adapt higher level Chumash and Gemara studies to different levels.  Does anybody have any ideas about how to do this?

[shifandyis]

I struggled for a way to do it in my 6th grade Gemara class because they are lacking so many basic skills, however I found that in my afternoon 3rd grade I was able to make a differentiated lesson for Chumash. I would divide them into 3 groups and have them work on a series of Chumash activities. Then I would circle around to each group and give them a mini lesson according to their abilities.

[Jholman613]

I've been reading about DI for some time.  What frustrates implementation is trying it all at once, which leads to frustration.  At our school, certain teachers are moving towards DI in gradual steps.  Here is what they say works...

1) Make "Anchor Activities".  These are specific activities which a student can work on independently.  Examples might include
    - Enrichment worksheets
    - A Rashi workpage page with accompanying translation, explanation and questions.
    - Flashcard games (like matching Heb-Eng of a certain pasuk)
    - Chavrusa with a specific goal (look at psukim 1-15 and write down how many times you see the shoresh "XYZ", or prefix "Q")
    - Make a project depicting one of the highlights of Chayei Sarah (the scales and shekalim, the cave, Sarah's tent) and write the pasuk to which it refers, for display.

The key is that the student has something to do INDEPENDENTLY, so the teacher can begin to focus on other students.

2) The key to making the "Anchor" activities work, is taking the time to teach the kids the routine, and practicing with them until it becomes a routine.

Establishing anchors just gives the teacher more time to breath and the freedom to think more about the kids' needs.