The ability to look at the unique needs of students and identify and plan differ
The ability to look at the unique needs of students and identify and plan differ
The ability to look at the unique needs of students and identify and plan differentiated instructional activities for small groups of students with similar literacy deficits is critical to student mastery of literacy skills. Through differentiating the content mastery level, the process for delivering instruction, and the product students create to demonstrate mastery of the content students with diverse needs can experience classroom success in literacy.
Part 1: Planning Differentiated Instruction
Collaborate with your mentor to plan a differentiated lesson or activity that incorporates grade level literacy and creative arts standards. Complete the “ECE-622 Differentiating Literacy Instruction” template as directed.
NOTE: You will work with the small group of students to teach the lesson/activity in Part 2 of the assignment.
Part 2: Delivering Differentiated Instruction
Under the direction of your mentor, work with the small group of students you previously identified to implement the lesson/activity and assessment you designed in Part 1 of the assignment.
https://bibliu.com/app/#/view/books/9781529769241/epub/OEBPS/s9781529769470.i116.html#page_7https://www.readingrockets.org/topics/differentiated-instruction/articles/what-differentiated-instruction#:~:text=Differentiation%20means%20tailoring%20instruction%20to,a%20successful%20approach%20to%20instruction
https://www.modelteaching.com/education-articles/lesson-curriculum-planning/differentiation-in-the-classroom-content-process-or-product
https://www.proquest.com/docview/2612757038/fulltextPDF/67756F89483F4903PQ/1?accountid=7374&sourcetype=Scholarly%20Journals
https://www.readingrockets.org/topics/writing/articles/teaching-writing-diverse-student-populations
Rubric CriteriaGrade level and lesson topic/title are complete. Standards are grade level appropriate and closely support the lesson topic.
Differentiating Lesson Content
Strategy for differentiating lesson content demonstrates best practices. Rationale that supports the use of the strategy based upon the observation data and research-based best practices is skillful and innovative.
Differentiating Lesson Process
Strategy for differentiating lesson process demonstrates best practices. Rationale that supports the use of the strategy based upon the observation data and research-based best practices is skillful and innovative.
Differentiating Lesson Product
Strategy for differentiating lesson product demonstrates best practices. Rationale that supports the use of the strategy based upon the observation data and research-based best practices is skillful and innovative.
Description of student assessment and support materials that were sourced and/or developed for the lesson/activity, including links when relevant and the submission of the related documents, is complete and relevant to the lesson/activity.
Mentor debriefing notes are thorough and substantial.
Reflection: Skills Deficits
Description of the skills deficits exhibited by the students and the lesson/activity delivered to help them practice and improve those skills is extensive and specific.
Reflection: Lesson/Activity Results
Description of the results of implementing the lesson/activity with the student is sophisticated. Discussion of the long-term results that would be expected from differentiating the lesson content, process, and product with the students over an extended period of time is advanced and realistic.
Reflection: Execution and Effectiveness
Discussion of the execution of the lesson and its effectiveness, including discussion of both successes and challenges and changes that would be made if implementing the lesson/activity again, is skillful and demonstrates best practices.
Reflection: Classroom Environment
Explanation of how providing differentiated instruction can contribute to a safe, supportive classroom environment where students feel valued, dignified, and respected is compelling.
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
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