Diferenciación en el momento

You prompt students through skills they can't yet do alone, and fading those prompts is where actual independence gets built.

You teach skills where the student's errors matter, and where uncorrected wrong responses get rehearsed into harder-to-undo patterns.

You teach skills that need to last and travel, and the student who can do it with you in one room may not do it elsewhere.

You work in a classroom that's adopted Universal Design for Learning (UDL) principles, or one that hasn't, and you're scaffolding access after-the-fact.

You support reading, the highest-stakes academic skill in school, and the science-of-reading consensus has shifted what good support looks like.

You support a student who struggles with math, and the leverage is in the C-R-A progression, not in re-explaining the abstract.

You support a student writing, and writing is the academic task where paras are most likely to take over.

You deliver or assist with a structured reading intervention (Wilson, Orton-Gillingham, LLI, Heggerty, SIPPS), and they only do their job when you run them the way you were trained.

You deliver a Direct Instruction program (Reading Mastery, Corrective Reading, Connecting Math Concepts), and DI is the most-researched intervention that's most-often implemented incorrectly.

You deliver curriculum adaptations a teacher or specialist designed, and your job is to implement them as designed, not redesign them on the fly.

You support reading, and a student can decode the words but isn't making meaning. Comprehension and vocabulary work looks different from phonics, and the how matters.

You support a student and want to know what's typical for their age, so you can tell the difference between a skill nobody has taught them yet, an ordinary bad day, and something the team should actually look at.

A student you support is learning through a device (a reading or math app, an online lesson, adaptive practice software), and you want to help them actually learn from it, not just click through it, and know when to step in.

You support a student with FASD, and brain-based behavior is often misread as defiance, ADHD, or attachment disorder.

You work in K-5 special education, and you need to balance being present enough to support with fading enough to build independence.