Planning, delivery, and differentiation for diverse learners
This domain tests planning and delivery for diverse learners. Items address universal design for learning, multi-tiered systems of support (MTSS), differentiation, classroom management, and legal accommodations. You must plan from high expectations and remove barriers without lowering the learning target.
Core rules and concepts
- UDL: provide multiple means of engagement, representation, and action and expression.
- Differentiate content, process, product, and environment based on readiness, interests, and learning profile.
- Distinguish accommodation (changes how a student accesses or demonstrates learning; expectation unchanged) from modification (changes the expectation or content).
- Use IEP and Section 504 requirements as the floor, not the ceiling; implement documented services with fidelity.
- Support English learners with language objectives, visuals, sentence frames, and accessible background knowledge.
- Use flexible grouping and scaffolds that are gradually removed.
Worked example
A lesson asks students to explain a scientific process. A student with dyslexia receives an audio version and may record the explanation (accommodations). An English learner receives a word bank and sentence frames (scaffolds). Neither student is excused from explaining the process; a modification would be requiring only a labeled diagram. The teacher plans both supports in advance and assesses the same core objective.
Traps that cost marks
- Calling a modification an accommodation, or lowering rigor to “help.”
- Writing separate plans for each learner instead of designing accessible instruction first.
- Using scaffolds permanently so students never practice independently.
- Treating behavior as defiance rather than analyzing function and context.