Reflections: Designing a Differentiated Lesson Plan
Maxine Nicholson Grand Canyon University: EDU- 551 March 29, 2023
Differentiated Engagement
Differentiated Assessment
Technology
Curriculum design describes the process of identifying a learning outcome by creating, planning, and organizing purposeful subject matter, instructional strategies, materials, and learner experiences (Ornstein & Hunkins, 2017). Classrooms today are like a box of crayons with students from a diverse population, with various backgrounds, experiences, and needs. Subsequently, teachers need to consider the diversity that exist and plan accordingly to ensure learners feel a part of the learning process (Martirena (2022). In developing the lesson “Number Line: Fractions Less Than 1”, it was important to differentiate the instructional strategies, due to the large group of English Language Learners (11/18), and students who are at different grade levels in the class. The instructional strategies are differentiated, scaffolded, and modeled as students can collaborate in groups to solve problems, work independently to demonstrate their understanding, or in small groups to receive additional support.
The diversity in opportunities for engagement include visual, auditory, and kinesthetic activities with the use of flash cards, graphic organizers, videos, etc., which appeal to students’ learning styles, and motivate them to stay engaged (Schweitzer, 2019). It will also help them to make connections and extend their learning (McCarthy, 2021). The formative assessments (e.g., fraction flashcards review) and the choices students are given to complete their work or demonstrate their understanding (e.g., graphic organizer, thumbs up/down etc.) consider students readiness and interests. This, as they are able to reflect on their strengths, how they can improve their skills, as well as taking ownership for their learning experiences. McCarthy (2018) posit that
regardless of whether students are struggling with understanding core content, are performing on level, or require enrichment opportunities, they must be provided with differentiation for readiness- supports that can help them improve their skills (McCarthy, 2018). He further states that when lesson planning considers students’ readiness, interests, and learning styles, their learning becomes more meaningful.
Differentiated assessment provides data to the teacher before, during, and after instruction to identify students’ strengths and needs so that adjustments can be made to address their progress. It is therefore important, according to Quality Educational Programs Inc. (n.d.), to select appropriate assessment tools for students to show what they know in various ways. Since students differ in their knowledge and skills and how they process their learning, the lesson incorporates several strategies to accommodate their diversity. Students are able to share their responses in ‘non-threatening’ ways using signals (e.g. thumbs up/down), whiteboards, graphic organizers, working with peers, or in small groups. These assessments increase student participation as they demonstrate their learning in multiple ways, regardless of their abilities and enhance their learning outcomes. Students who need support due to limitations in expressing their thoughts due to language barriers or comprehension have opportunities to collaborate with peers or in small groups. For example, they will name fractions on a number line before dividing number lines into equal parts and identifying specific points. They demonstrate their learning in small steps as they build their skills. Students who demonstrate mastery, or finish early are challenged to extend their learning through additional practice or by creating a new product such as writing their own fraction story and using peer checks for accountability.
Technology is integrated throughout the lesson and includes videos to engage and ignite students interest, review and practice content skills. This will motivate students as they work through assignments with greater confidence and at their own pace. The videos were previewed to ensure the content and level of skills were appropriate and accurate. When assigning the online lesson, it was important to make sure students could listen to the math problems since there are students who have difficulty reading on level text. In addition, ELL students could also access the content in their own language to enhance their learning and outcome. Robinson (2022), posit that providing extra support using audio or videos greatly enhances the teaching and learning process as the technology provides guidance and support, and promote student’ self-reflection. The manipulatives, workbooks, flashcards, graphic organizers, writing tools, notebooks and whiteboards are multiple ways to engage students as they acquire knowledge and demonstrate their learning. This is essential as students learning styles differ and they need choice to have an authentic learning experience. Students who have choice while meeting learning objectives demonstrate improved confidence, ownership of learning, increased engagement in tasks, and enhanced learning outcomes (Murawski & Scott, 2019).
References
- Martirena, C. (2022). Responding to the needs of every young learner. Edutopia. https://www.edutopia.org/article/4-ways-to-meet-the-needs-of-young-learners
- McCarthy, J. (2018). Student-centered learning. Edutopia. https://www.edutopia.org/article/student-centered-planning
- McCarthy, J. (2021). A practical guide to planning intentional differentiation. Edutopia https://www.edutopia.org/article/practical-guide-planning-intentional-differentiation
- Murawski, W. W., & Scott, K. L. (2019). What really works with Universal Design for Learning. Corwin.
- Ornstein, A.C., Hunkins, F.A., (2017). Curriculum: foundations, principles, and issues. Seventh Edition. Pearson Education Inc., Boston.
- Quality Educational Programs Inc. (n.d.) Differentiated assessment strategies: Identifying learners’ strengths and needs. https://www.drake.edu/media/collegesschools/soe/documents/edma-cepd/qep/EDMA%20263%20DAS-SyllabusREV2.pdf
- Robinson, A. (2022). Effective uses of technology in elementary school. Edutopia. https://www.edutopia.org/article/effective-uses-technology-elementary-school
- Schweitzer, K. (2019). How to develop effective curriculum design. ThoughtCo. https://www.thoughtco.com/curriculum-design-definition-4154176
Reflections: Designing a Differentiated Lesson Plan
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Reflections: Designing a Differentiated Lesson Plan
Maxine Nicholson Grand Canyon University: EDU- 551 March 29, 2023
Differentiated Engagement
Differentiated Assessment
Technology
Curriculum design describes the process of identifying a learning outcome by creating, planning, and organizing purposeful subject matter, instructional strategies, materials, and learner experiences (Ornstein & Hunkins, 2017). Classrooms today are like a box of crayons with students from a diverse population, with various backgrounds, experiences, and needs. Subsequently, teachers need to consider the diversity that exist and plan accordingly to ensure learners feel a part of the learning process (Martirena (2022). In developing the lesson “Number Line: Fractions Less Than 1”, it was important to differentiate the instructional strategies, due to the large group of English Language Learners (11/18), and students who are at different grade levels in the class. The instructional strategies are differentiated, scaffolded, and modeled as students can collaborate in groups to solve problems, work independently to demonstrate their understanding, or in small groups to receive additional support.
The diversity in opportunities for engagement include visual, auditory, and kinesthetic activities with the use of flash cards, graphic organizers, videos, etc., which appeal to students’ learning styles, and motivate them to stay engaged (Schweitzer, 2019). It will also help them to make connections and extend their learning (McCarthy, 2021). The formative assessments (e.g., fraction flashcards review) and the choices students are given to complete their work or demonstrate their understanding (e.g., graphic organizer, thumbs up/down etc.) consider students readiness and interests. This, as they are able to reflect on their strengths, how they can improve their skills, as well as taking ownership for their learning experiences. McCarthy (2018) posit that regardless of whether students are struggling with understanding core content, are performing on level, or require enrichment opportunities, they must be provided with differentiation for readiness- supports that can help them improve their skills (McCarthy, 2018). He further states that when lesson planning considers students’ readiness, interests, and learning styles, their learning becomes more meaningful.
Differentiated assessment provides data to the teacher before, during, and after instruction to identify students’ strengths and needs so that adjustments can be made to address their progress. It is therefore important, according to Quality Educational Programs Inc. (n.d.), to select appropriate assessment tools for students to show what they know in various ways. Since students differ in their knowledge and skills and how they process their learning, the lesson incorporates several strategies to accommodate their diversity. Students are able to share their responses in ‘non-threatening’ ways using signals (e.g. thumbs up/down), whiteboards, graphic organizers, working with peers, or in small groups. These assessments increase student participation as they demonstrate their learning in multiple ways, regardless of their abilities and enhance their learning outcomes. Students who need support due to limitations in expressing their thoughts due to language barriers or comprehension have opportunities to collaborate with peers or in small groups. For example, they will name fractions on a number line before dividing number lines into equal parts and identifying specific points. They demonstrate their learning in small steps as they build their skills. Students who demonstrate mastery, or finish early are challenged to extend their learning through additional practice or by creating a new product such as writing their own fraction story and using peer checks for accountability.
Technology is integrated throughout the lesson and includes videos to engage and ignite students interest, review and practice content skills. This will motivate students as they work through assignments with greater confidence and at their own pace. The videos were previewed to ensure the content and level of skills were appropriate and accurate. When assigning the online lesson, it was important to make sure students could listen to the math problems since there are students who have difficulty reading on level text. In addition, ELL students could also access the content in their own language to enhance their learning and outcome. Robinson (2022), posit that providing extra support using audio or videos greatly enhances the teaching and learning process as the technology provides guidance and support, and promote student’ self-reflection. The manipulatives, workbooks, flashcards, graphic organizers, writing tools, notebooks and whiteboards are multiple ways to engage students as they acquire knowledge and demonstrate their learning. This is essential as students learning styles differ and they need choice to have an authentic learning experience. Students who have choice while meeting learning objectives demonstrate improved confidence, ownership of learning, increased engagement in tasks, and enhanced learning outcomes (Murawski & Scott, 2019).
References