CREATING LESSON PLANS FOR ALL LEARNERS:
Differentiated Instruction in ActionDr. Laverne Warner
Dr. Sharon Lynch
Today’s Outcomes
• Participants will be able to:
• Describe the rationale for differentiatedinstruction and lesson planning
• Describe ways to differentiate instruction
• Describe the steps in the lesson planning process
Why differentiateinstruction?
• Wide variety of diverse learners
• Learners with disabilities
• Learners who do not read on grade level
• Those who need additional practice and supplemental instruction
• Those who master concepts quicklyand work above grade level
Reasons for Variations
• Reflects diversity of our society
• Increased focus on inclusion
• Use of heterogeneous grouping
• Need for high-quality instruction in the general classroom
• Response to Intervention
How do I differentiateinstruction?
• Universal Design for Learning
• Equitable use by all children
• Flexibility in methods and pace
• Multiple presentation formats
• Tolerance for errors
• Physical accessibility for ALL
• Simplicity of implementation
Universal Design for Learning
• Address multiple learning styles: visual, multisensory, manipulatives
• Choices of content, assignments, responses, materials
• Multiple ways to respond: writing, speaking, drawing, acting out concepts, art projects, technology-based responses
Universal Design for Learning(continued)
• Teach to multiple levels of ability• What will ALL children learn?
• What will MOST children learn?
• What will SOME children learn?
• Use curriculum overlapping• Learners with significant disabilities work on
developmental areas, e.g., language skillsduring reading/language arts
• Use ongoing assessment• Formal and informal observation
Lesson Planning Steps
• Objectives
• Focus
• Body of the Lesson
• Review and Closure
• Evaluation
Optimize Learning withClassroom Centers
• Follow up activities or extensions
• Review and extend lesson
• Promote generalization
• Examples …• Book center
• Art center
• Block center
• Listening center
• Special Projects, visitors
Lesson Plan Example
• Second grade lesson plan
• Social studies content area
• Study of state emblems
OBJECTIVES
• The learner will
• Name the state capital, state bird, state tree, and state flower
• Recite the state motto
• Develop a story about the meaningof one of the state symbols
Differentiation
• What MOST children will learn
• Select and point to the state capital, bird, tree, and flower when picturesare presented
• Recite the state motto chorally with a group
• Develop a story about one of the state symbols via writing, drawing, acting out, or verbal dictation
Learners with SignificantDisabilities
• Examples of expectations, shouldbe indiviudualized
• Respond to questions using two-word phrases
• Answer yes-no questions
• Follow two-step instructions
• Take turns during interactions
• Remain seated for 10-minute period
Learners working abovegrade level
• Compare and contrast the state capital, bird, tree, and flower withthat of another state
• Investigate reasons each symbolwas selected
• Research the history of the state motto
• Write a story about the meaning of one of the state symbols
FOCUS• Display a large map of the state
• Tell the children that we will belearning about our state symbols
• Differentiation• Begin by reviewing the city where we
live and show it on the map
• Explain what symbols or emblem are and provide examples
• Ask why we have state emblems?
• Ask where learners have seen state emblems
BODY
• Ask children if they know the name of the state capital
• Give facts about state emblems
• Texas is called the « Lone Star » state
• The state bird is the mockingbird
• The state tree is the pecan tree
• The state flower is the bluebonnet
BODY (continued)
• As each symbol is mentioned, show pictures or photographs
• Tell the children that the state motto is« friendship » because the original Texas settlers learned that the Tejas Indianswere friendly
• Mention that other states have symbolssymbols associated with their names
• Encourage children to investigate and develop a story associated with one of the emblems or symbols- you will needrelevant books or computer access
Differentiation
• Make sure that all learners can seematerials as you present them
• Use concrete objects associatedwith the symbol when possible: real flag, pecan, bluebonnet seedsand artificial flowers, mockingbirdphotograph
• Use videoclips from the Internet when available
Differentiation (continued)
• Use higher-order questions: why, how, what do you think about…
• Higher order questions challenge typical learners and engage thoseworking above level
• Story: multiple ways of responding
• Significant disabilities: focus on language rather than content
• Work in small groups or pairs
CLOSURE
• Ask children to recall each of the symbols
• Use a guessing game by givingclues and have children raise theirhands when they think that theyknow
• Use photos until everyone has hisor her hand raised
CLOSURE: Differentiation
• Select picture when asked to findthe state…capital, bird, tree, or flower
• Ask children if any of them wouldselect a different state capital, bird, tree, or flower
• Why would they select anotherone?
EXTENSIONS
• Centers
EVALUATION
• Give the childen a paper divided into4 sections: one with clip art flowers, one with clip art birds, one with clip art trees, and one with clip art buildings
• Ask children to draw or write the name of the state capital, tree, bird, and flower- one in each quadrant
• Take volunteers who will recite the state motto; begin with those mostlikely to know it well
CREATING LESSON PLANS FOR ALL LEARNERS:
Differentiated Instruction in Action
Questions and Answers?
CREATING LESSON PLANS FOR ALL LEARNERS:
Differentiated Instruction in Action
SUMMARY and CONCLUSIONS
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