The Lesson Plan For The Above Grade Level Students

With differentiation in mind, I came up with a daily schedule of learning and instruction time for my students. Entry 4 artifact 3 is a copy of my daily schedule and lesson plan format for instructing my students. I begin my day of learning using whole group instruction with a whole group instruction reviewing the calendar, music/movement activity, and read aloud. During these activities, I ask the students question based upon their ability and grade level. The students are really engaged during our introduction. They get to move and meditate to reflect on their day.

Differentiated instruction is different from traditional classroom instruction in several ways. In differentiated instruction, teachers use on-going assessments instead of on assessment at the end of the unit. Differentiated instruction also uses flexible grouping, such as small groups or peer pairs, rather than simply whole-group instructions. Additionally, differentiated instruction uses an array of teaching methods based on the students learning style. Finally, differentiated instruction uses a variety of learning materials.

The preschool is concerned with the child at different developmental stages (Berger, 2009). Teacher must ask herself two questions about the child at those stages. Firstly, how does the child think about and view his world? Secondly, what learning tasks should the child be given at this point in his development? To answer the questions, the teacher must orient herself to Piagetian developmental theory and sharpen her observational skills.

This assessment is vital and is an integral part in the learner and tutors planning. Ensuring that your learners preferred style is embedded in the lesson plan (differentiation) can ensure that the learner’s motivation is continued. There are no right and wrong answers but in some cases there is not always a clear result, many learners may have a mix. However this could be seen as a positive when teaching a larger group as you can embed all three learning styles ensuring that a larger number will participate therefore keeping learners motivated and achieving goals and also progressing.

Practitioners will continue to observe, plan and review for their key children, they will record all targets for individual children to help them progress in their development. There are ways to approach additional support such as:

Prior taking this RETELL class I thought differentiating meant “dummying down” work. I struggled with the concept of differentiating strategies because I thought it help students to be all they can be. Taking the class have given a clear understanding the meaning and the usage of differentiating teaching, matter of fact, some the strategies I use in class are similar to some of the strategies taught in the RETELL class. I realized that Differentiated instruction is about using teaching strategies that connect with individual student's learning strategies. The ultimate goal is to provide a learning environment that will maximize the potential for student success. The important thing to remember is to hold on to the effective teaching strategies that lead students to positive learning outcomes and to make adjustments when necessary. It's about being flexible and open to change. It's also about taking risks and trying teaching and learning strategies that you would have otherwise ignored. It's about managing instructional time in a way that meets the standards and also provides motivating, challenging, and meaningful experiences for school age

Within my practicum classroom there are several students who have been coded or diagnosed. In fact, there are even a couple of students who just require a little extra help. In order to cater to those students i had templates created. These templates consisted of sentence starters such as; “My most magnificent thing would be….” and “one time i was really frustrated when….”. These students were asked to complete the sentences and glue the sheet into their journals. In addition, because it is a grade two classroom i had words students may have difficulty spelling written on the smartboard.

The Elements of Differentiation (Tomlinson, 1999, pp. 9-14) are the key aspects of a differentiated classroom. There is not one element of differentiation that is more important than the other and a few will naturally fall into place simultaneously as

To begin the planning, teaching and assessment process, it must start with discovering what children know and understand, this can be done through assessment and, therefore, is where to initiate the cycle according to Webster (2009). However, some practitioners start the cycle by planning for lessons based on the curriculum content of the previous year (Fisher, 2013). The practitioner may then start teaching according to the predicted lack or extended knowledge, and, therefore, confuse and fail to progress their learning stated by Fisher (2013). An example of this would be presuming that the children had completed and felt confident in using halves and quarters, and, therefore, starting an activity on writing fractions or using bigger fractions. Completing an activity like the example would only cause more confusion and could end up being a more difficult task than it had originally begun. Therefore teachers should start with assessment, and plans should remain flexible until the information of all the learners is collected (Fisher, 2013). One way of assessing children is through formative assessment, this is by obtaining information within a teaching unit that is then adjusted for future educational scenarios (Antoniou and James, 2014). Formative assessment can help to identify both weaknesses, strengths and help enhance the student’s motivation (Yan and Cheng, 2015).

• Differentiation: With the understanding that all students are different the tutor will need to plan the lessons around these differences by using the various teaching methods available or acquiring the resources that will make the students learning experience a productive one.

I believe that every teacher should have well-strucuted lessons. The teacher should be able to adjust to practice while the lesson is being implemented. The teacher should be able to recognize if she students may be struggling and how to adapt the lesson to the needs of those students. The teacher should be able to reflect on the lesson after the lesson and learn how to change the lesson if needed.

[Develop an item at DOK2 as a practice activity for the students. You will create this item directly within the Learnosity platform, and provide the item that correlates to the specific question that you’ve created. An example of one of the items would be ELA6_A_1_1_ACT_1. This is the information that you will insert here.]

In my classroom, I will differentiate learning by offering a variety of methods of instruction such as hands on models, cooperative learning, technology, lectures, group activities, independent learning assignments. I will also adjust delivery based on understanding of concepts. I

This essay will provide details about how the lesson plan and sequence of lessons for the mathematics unit of symmetry caters for individual students’ needs in regards to active engagement in learning activities and what differentiation measures are put into place for students with varying levels of ability.

Effective differentiated instruction reflects where the students currently are in their educational stage and not where a teacher wishes them to be. This step is important; placing students either too high or too low in the instruction can be adverse to the teacher’s goal of helping all students. Developing lesson strategies for students that are too demanding may have a negative effect on performance and reinforce negative emotions concerning learning. Likewise, developing lesson strategies that do not challenge students to perform at their best can also have a negative effect. Some students that are not engaged by a teacher's instruction are left adrift waiting for new or more stimulating material. Engaging students in the learning strategy is the key ingredient in producing active learners.