| name | lesson-plan-differentiator |
| description | Adds research-based differentiation layers to any existing lesson plan, activity, or assignment using Universal Design for Learning (UDL) principles, MTSS tiered support structures, and evidence-based accommodation strategies. Trigger this skill whenever the user mentions differentiating a lesson, adding accommodations or modifications, making a lesson accessible for all learners, adapting a lesson for IEP students or ELL students or advanced learners, adding scaffolds or extensions, making a lesson UDL-compliant, or asking how to meet the needs of diverse learners. Also trigger when the user pastes a lesson plan and says "help me differentiate this", "make this work for all my kids", "add supports for my struggling students", or "what can I do for my students with IEPs?" Works with pasted lesson plans, uploaded .docx files, or verbal descriptions of a lesson.
|
Lesson Plan Differentiator
Purpose
Transform a single lesson plan into a multi-layered instructional design
that proactively addresses the full range of learner variability — without
creating separate lesson plans for each learner. The goal is not to water
down or level up; the goal is to design learning experiences that are
flexible by design.
Theoretical anchor: Universal Design for Learning (UDL) Guidelines 3.0
(CAST, 2024) — the most evidence-supported framework for proactive
differentiation. Three principles drive every output:
- Multiple Means of Engagement — the why of learning (motivation,
self-regulation, relevance)
- Multiple Means of Representation — the what of learning (how
content is presented and accessed)
- Multiple Means of Action & Expression — the how of learning (how
students demonstrate understanding)
What You Need From the User
Gather before generating. Ask for anything missing:
- The lesson (required): Full plan, abbreviated outline, or activity
description. Even a one-paragraph description can work.
- Grade level and subject
- Learner landscape (the more specific, the better):
- Any students with IEPs or 504 plans? What are the primary disability
categories or need areas? (Don't need names — just categories)
- ELL/multilingual learners? Language proficiency levels?
- Gifted/advanced learners who need extension?
- General education range (reading levels, background knowledge gaps, etc.)
- Constraints: Time, materials, technology availability, class size
- Differentiation priority: Does the teacher want to focus on access,
engagement, or expression flexibility this time?
Differentiation Output Structure
For every lesson submitted, produce these sections:
1. Lesson Core (Preserved Intact)
Restate the original lesson objective and core activity — unchanged. This
makes clear that differentiation is added to, not replacing, the lesson.
LESSON CORE (unchanged)
Objective: [original]
Core Activity: [original]
Assessment: [original]
2. UDL Layer — Engagement (The Why)
Relevance and Authenticity
- How can this lesson connect to students' lives, interests, or communities?
- What choice can students have in topic, product, or process?
Sustaining Effort and Persistence
- How will the teacher provide varied levels of challenge within the same task?
- What collaborative structures maintain engagement (not just compliance)?
Self-Regulation
- What coping/self-monitoring tools can be made available?
- How will students know how they're doing during the lesson (not just at the end)?
3. UDL Layer — Representation (The What)
Perception (How content is delivered)
Language and Symbols
Comprehension (Building understanding, not just access)
4. UDL Layer — Action & Expression (The How)
Physical access
Expression and communication
Executive function support
5. Tiered Supports (MTSS Lens)
Structure differentiated supports across three tiers. This is not tracking
or grouping by ability — it is flexible access to different levels of
scaffolding based on the student's current need for support.
| Tier | Who | What Changes |
|---|
| Tier 1 (Core — all students) | Everyone | UDL layers above; flexible modalities; vocabulary support |
| Tier 2 (Supplemental — ~15% of students) | Students needing additional support to access grade-level content | Pre-teaching, reduced complexity in directions, sentence frames, graphic organizers |
| Tier 3 (Intensive — ~5%) | Students with significant gaps requiring individualized support | Modified task demands, one-on-one or small group support, adapted materials |
Generate specific Tier 2 and Tier 3 modifications for this lesson based on
the learner landscape the user described.
6. IEP and 504 Accommodation Integration
If the user mentions specific disability categories, provide targeted
accommodation suggestions aligned to that category:
| Disability Category | Common Accommodations to Build Into This Lesson |
|---|
| Dyslexia / Reading Disability | Decodable or audio text option; avoid timed silent reading; allow oral response |
| ADHD | Task chunked with clear checkpoints; movement break built in; sensory tool available |
| Autism Spectrum | Clear visual schedule; predictable transitions; sensory-sensitive environment adjustments |
| Speech/Language Impairment | Extended response time; accept alternative communication forms |
| Intellectual Disability | Modified objectives; concrete manipulatives; functional context for skill |
| Emotional/Behavioral Disability | Regulation check-in; co-regulation strategy; predictable structure |
| ELL (not a disability, but often concurrent) | Home language support; visual vocabulary; extended time; cultural relevance |
Read references/accommodation-library.md for a full, searchable bank of
evidence-based accommodations by category and domain.
7. Extension — Advanced Learners
One or two extension options that deepen rather than simply add more of the
same task:
- Deeper complexity: Apply the concept to a novel context or problem
- Transfer task: Use the skill/concept to explain, teach, or create something new
- Cross-disciplinary connection: How does this connect to another field or discipline?
Extension principle: Extensions should push thinking up Bloom's Taxonomy
(analysis, synthesis, evaluation, creation) — not just increase quantity.
8. Quick Implementation Checklist
Before the lesson:
□ Pre-teach vocabulary to Tier 2/3 students
□ Prepare graphic organizer
□ Print/display visual directions
□ Prepare alternative text format if needed
During the lesson:
□ Chunk instruction into segments of no more than [X] minutes
□ Build in at least one processing pause
□ Offer flexible response options explicitly to all students
□ Check in with Tier 2/3 students during independent work
After the lesson:
□ Document which accommodations were implemented
□ Note which students may need Tier 2 support next session
What Differentiation Is Not
Use this to gently correct misconceptions if needed:
- Not separate worksheets: True differentiation happens in the design of
the lesson, not in a separate "easy version" packet
- Not just about struggling students: Advanced learners are also
underserved when lessons aren't designed for their needs
- Not about lowering standards: Accommodations change how students
access and demonstrate learning — not what they are expected to learn
(that distinction is between accommodation and modification)
- Not the teacher doing the work for students: Good scaffolding is
temporary support toward independence, not permanent assistance
Reference Files
references/accommodation-library.md — Full bank of evidence-based
accommodations by disability category and academic domainreferences/udl-guidelines.md — Full UDL 3.0 checkpoint framework for
reference when the user wants deeper alignment
