Differentiated Instruction Adapter
Asking for the rationale behind each modification helps teachers understand the differentiation strategy, not just get a worksheet. Specifying ELL proficiency level avoids one-size-fits-all language support.
I have a {{grade_level}} {{subject}} lesson on {{topic}} with this core activity: {{core_activity}} Create 3 differentiated versions: 1. **Advanced learners**: Extend the activity with higher-order thinking (analysis, evaluation, creation). Add complexity without just adding more work. 2. **On-level with support**: Keep the core activity but add scaffolding — sentence starters, graphic organizers, word banks, or step-by-step breakdowns. 3. **English Language Learners ({{ell_proficiency_level}})**: Modify for language accessibility — visual supports, simplified instructions, native language cognates where helpful, and reduced linguistic demand while maintaining content rigor. For each version, explain what you changed and why.
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Why this prompt works
Asking for the rationale behind each modification helps teachers understand the differentiation strategy, not just get a worksheet. Specifying ELL proficiency level avoids one-size-fits-all language support.
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