Areas of Differentiation
Pre-Assessment
The pre-assessment is helping me gage student interests by giving them a choice in which historical figures they wish to represent in their research. The information I get from my pre-assessment will be used to differentiate my groups. Some students indicated in their learning profiles that they love history, but for those students who didn’t, they will be more motivated to learn after being given the opportunity to have a choice.
Graphic Organizers
By providing students with the graphic organizer that has fill-in-the blank sections, the students are able to not only pay attention to the PowerPoint, but also enhance their understanding with their graphic organizer. Graphic organizers are useful in differentiated instruction because they are used for students who need to organize thoughts. It is a visual display that helps both teacher and students to graphically display their thinking process. Finally, graphic organizers depict complex relationships as well as promote a clear understanding of content lessons. Rather than solely listening to the PowerPoint, and only a few students understanding it, the graphic organizer will allow all students to evaluate the information and make sense of it (Burke, 2009). Because 60% of the class composite is graphic based visual learners, the graphic organizer represents differentiation of content by learning profile, and will benefit the majority of the classroom.
Think-Pair-Share Activity
Think-Pair-Share is a cooperative discussion strategy that allows students to discuss ideas with partners prior to sharing it with the entire class. It allows the teacher to informally check for understanding due to the fact that the teacher can listen to students and note the ways they share their responses (Fisher and Fray). The Think-Pair-Share done in this lesson plan is done through student groups, and groups are then called on by the use of popsicle sticks. This allots for differentiation of process and content because the teacher provides access to content and the process is a little different for students. This is because while some questions are closed response questions, others are higher level questions that are open-ended in a way that prompt students to draw on their own perspectives and experiences to answer them. Finally, using popsicle sticks are good because they allow for accountability and students will actually turn and talk to each other about the answers thinking they might be called on (S. Dodman, personal communication, June 21, 2012).
Group Assignments
Students are differentiating content by interest according to their pre-assessments. Depending on who they picked on the pre-assessment worksheet, the students will be then split into groups to represent that group. This allots for student meaning in the assignment. D’Arcangelo (1998) explains how human beings are driven for meaning. In order to deeply engage students, their purpose, values and interests should be met. This in turn enhances complex learning. Students will be deeply engaged in their groups because it was something they were a part of and are interested in, therefore enhancing their motivation. In addition, these groups will be made of mixed readiness. D’Arcangelo continues to explain that in order for lower level learners to grow, they need to interact with higher level learners. That being said, mixed readiness groups allow students of different levels to interact with one another, promoting higher learning.
Choice Board
The choice board allows for differentiation of product by learning profile. Students will all be required to make a poster in their groups, but then have a choice of another mode of presentation that is their preferred mode of learning. The text explains that a choice board allows students to choose their activity or product based on their kind of “smart”, while still being successful in understanding and demonstrating the content (S. Dodman, personal communication, June 9, 2012).
Access to Materials
In class we learned that part of differentiation is access. Students will all be asked to do the same thing in their groups, however, they will have a choice of what resource and materials from a pre-selected list they can use. This way, the teacher is aware of what the students are using, and knows that everything will be beneficial to their learning; however students can use resources that they learn best from (S. Dodman, personal communication, June 9, 2012). This allows for differentiation of process by content because students will be choosing what materials they will be using to learn the content for their presentations The content is students learning in depth about a specific group of people in that time, and the affect each amendment had on them.
Modeling
The majority of the classroom also relies on modeling for a learning tendency, hence why it appears throughout my lesson plan. This allows for differentiation of process by learning profile since model learning tendencies is one of the largest areas of learning input in the classroom.
Group Proposal
The group proposal is made as a scaffolding technique so that students are able to stay focused and on track. Instead of having students constantly come up to the teacher to make sure they are doing things right or that they are prepared for the presentations, the proposal is a type of informal checklist that enables the group to make sure they have mastered the key points and have divided the tasks up evenly. This can be seen as a differentiation tool because it is a scaffolding technique used to assist students who otherwise may be lost on what to do. D’Arcangelo (1998) explains how grouping children together allows for an enriched environment. No two human beings are alike, and neither are their brains. Therefore, children do not learn alike, and grouping students together teaches children how to think for themselves. The group proposal also aids students in this process because by interacting with their group mates and asking questions of each other, students are learning to think and become independent learners. This also alleviates students from constantly coming up to the teacher to make sure they are on task. The teacher can just point to the proposal and ask them if they have filled it out.
Successful teaching requires both student understanding and students engagement so students not only comprehend the material, but also feel a part of the learning process. This lesson would promote that idea (Tomlinson, 1999).
The pre-assessment is helping me gage student interests by giving them a choice in which historical figures they wish to represent in their research. The information I get from my pre-assessment will be used to differentiate my groups. Some students indicated in their learning profiles that they love history, but for those students who didn’t, they will be more motivated to learn after being given the opportunity to have a choice.
Graphic Organizers
By providing students with the graphic organizer that has fill-in-the blank sections, the students are able to not only pay attention to the PowerPoint, but also enhance their understanding with their graphic organizer. Graphic organizers are useful in differentiated instruction because they are used for students who need to organize thoughts. It is a visual display that helps both teacher and students to graphically display their thinking process. Finally, graphic organizers depict complex relationships as well as promote a clear understanding of content lessons. Rather than solely listening to the PowerPoint, and only a few students understanding it, the graphic organizer will allow all students to evaluate the information and make sense of it (Burke, 2009). Because 60% of the class composite is graphic based visual learners, the graphic organizer represents differentiation of content by learning profile, and will benefit the majority of the classroom.
Think-Pair-Share Activity
Think-Pair-Share is a cooperative discussion strategy that allows students to discuss ideas with partners prior to sharing it with the entire class. It allows the teacher to informally check for understanding due to the fact that the teacher can listen to students and note the ways they share their responses (Fisher and Fray). The Think-Pair-Share done in this lesson plan is done through student groups, and groups are then called on by the use of popsicle sticks. This allots for differentiation of process and content because the teacher provides access to content and the process is a little different for students. This is because while some questions are closed response questions, others are higher level questions that are open-ended in a way that prompt students to draw on their own perspectives and experiences to answer them. Finally, using popsicle sticks are good because they allow for accountability and students will actually turn and talk to each other about the answers thinking they might be called on (S. Dodman, personal communication, June 21, 2012).
Group Assignments
Students are differentiating content by interest according to their pre-assessments. Depending on who they picked on the pre-assessment worksheet, the students will be then split into groups to represent that group. This allots for student meaning in the assignment. D’Arcangelo (1998) explains how human beings are driven for meaning. In order to deeply engage students, their purpose, values and interests should be met. This in turn enhances complex learning. Students will be deeply engaged in their groups because it was something they were a part of and are interested in, therefore enhancing their motivation. In addition, these groups will be made of mixed readiness. D’Arcangelo continues to explain that in order for lower level learners to grow, they need to interact with higher level learners. That being said, mixed readiness groups allow students of different levels to interact with one another, promoting higher learning.
Choice Board
The choice board allows for differentiation of product by learning profile. Students will all be required to make a poster in their groups, but then have a choice of another mode of presentation that is their preferred mode of learning. The text explains that a choice board allows students to choose their activity or product based on their kind of “smart”, while still being successful in understanding and demonstrating the content (S. Dodman, personal communication, June 9, 2012).
Access to Materials
In class we learned that part of differentiation is access. Students will all be asked to do the same thing in their groups, however, they will have a choice of what resource and materials from a pre-selected list they can use. This way, the teacher is aware of what the students are using, and knows that everything will be beneficial to their learning; however students can use resources that they learn best from (S. Dodman, personal communication, June 9, 2012). This allows for differentiation of process by content because students will be choosing what materials they will be using to learn the content for their presentations The content is students learning in depth about a specific group of people in that time, and the affect each amendment had on them.
Modeling
The majority of the classroom also relies on modeling for a learning tendency, hence why it appears throughout my lesson plan. This allows for differentiation of process by learning profile since model learning tendencies is one of the largest areas of learning input in the classroom.
Group Proposal
The group proposal is made as a scaffolding technique so that students are able to stay focused and on track. Instead of having students constantly come up to the teacher to make sure they are doing things right or that they are prepared for the presentations, the proposal is a type of informal checklist that enables the group to make sure they have mastered the key points and have divided the tasks up evenly. This can be seen as a differentiation tool because it is a scaffolding technique used to assist students who otherwise may be lost on what to do. D’Arcangelo (1998) explains how grouping children together allows for an enriched environment. No two human beings are alike, and neither are their brains. Therefore, children do not learn alike, and grouping students together teaches children how to think for themselves. The group proposal also aids students in this process because by interacting with their group mates and asking questions of each other, students are learning to think and become independent learners. This also alleviates students from constantly coming up to the teacher to make sure they are on task. The teacher can just point to the proposal and ask them if they have filled it out.
Successful teaching requires both student understanding and students engagement so students not only comprehend the material, but also feel a part of the learning process. This lesson would promote that idea (Tomlinson, 1999).