Please response to the 3 Reponses and the one from the Professor. They only have to be a paragraph for each response.
Guided Response: After reviewing the initial posts, substantively reply to at least three peers in order to provide your collaborative suggestions to appropriately address content, multiple intelligences, and the learning styles of diverse learners. Consider the additional factors that are evident in real-world classrooms where attention must be given to strategies to differentiate content based on student readiness, interest and learning profile.
Though three replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have given to you (including your instructor). This ongoing engagement in the discussion will deepen the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Original Discussion Question:
Your written response to this discussion prompt assesses your ability to
- Evaluate the effectiveness of lesson plans for students with mild to moderate disabilities, and
- Recommend differentiated instructional strategies for a student with mild to moderate disabilities.
This discussion also supports your achievement of Course Learning Outcome 5 and MASE Program Learning Outcomes 4 and 5.
The text we used in ESE601, Teaching Students with Mild Disabilities, provides an excellent discussion on differentiated instruction. Even in this course, it remains a viable source of relevant information. In part, the authors state, “Educators utilizing differentiated instruction are acknowledging that students learn at different rates, that they have different learning styles and strengths and that they differ in their ability to think abstractly or understand complex ideas” (Henley, Ramsey, & Algozzine, 2009, p. 233). Let this quote, in addition to your other resources, be a guide as you complete this discussion.
- Review the following short article explaining differentiated instruction.Links to an external site.
- Select one lesson plan for the Week Two Assignment and one lesson plan for the Week Three Assignment submitted by classmates in the Doc Sharing tool.
- Next, post an initial post that, in no less than a paragraph for each lesson plan, provides the classmates with an evaluation of the effectiveness of their lesson plan for teaching students with mild to moderate disabilities including recommendations for differentiated instructional strategies appropriate for Bianca within these lesson plans. Justify your evaluation and recommendations with at least one scholarly source for each justification.
Nov 20, 2020
Week 5 discussion
What does the word differentiation mean? It would mean that the instructions would be tailored to any individual needs that would be met. Whether the teacher is in the content, process, products, and/or in the learning environment, they will be within the ongoing for the assessment and/or flexible for the grouping making to be successful.
Content Area or Developmental Focus: Math- Geometry
Age/Grade of Children: 7th grade
Length of Lesson: 50-minute class/3-5 days
This lesson plan uses many different forms of learning from digital cameras to a smartboard and computers, differentiated learning is meeting the individual needs of the student, this can be with content, products, and the learning environment, in the lesson plan I can see the teacher using any means to reach each student with using specialized applications to aid students with any additional needs. The lesson also asks for students to share on the smartboard this is group learning and can help other students understand the work as well. The lesson plan also calls for students to work in small groups of two to four students this is also a form of differentiation within the learning environment.
I think that Bianca would need a little bit more time and help when it comes to this lesson due to her reading comprehension skills and writing skills as well. If Bianca gets out of control and frustrated with this project, she might start to throw things around the room and the teacher would have to keep a close eye on her with her behavior as well. So, for this project, I think that Bianca needs to have a younger project to work on to do to have a little bit of learning tool to follow along when it comes to a blueprint and following along with directions too.
Content Area or Developmental Focus: ELA
Age/Grade of Children: Second Grade
Length of Lesson: 1 hour
When it comes to this lesson, the teacher has the students reading the story in different parts and not working in groups, so Bianca would have to find a partner that she can work with that would help her when it comes to explaining the book and other directions that would go along with the activities as well. This would help the students work together and discuss the story for a better understanding of their work and to help the students that may be having trouble with communication skills like Bianca. During this time students are working together and individually to create their own little book to helps the students engage in this lesson while helping them get a better understanding of what is going on as well. This lesson plan uses what Bianca is calling the buddy system, this is a way to create group interactions while helping each student learn to work together.
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So Each May Learn: Integrating learning styles and multiple intelligences. Alexandria, West Virginia USA: Association for Supervision and Curriculum Development.
MondayNov 23 at 4:22pm
Week 5 Discussion
The first lesson plan that I will evaluate is Denise’s lesson from week 3 assignment. While looking over this lesson plan one of the first things that I thought would be very helpful to students who have mild to moderate disabilities was bringing in props. Denise wrote “teacher will present several props of the characters which can be an advantage to the lesson because students can pretend to act out different characters.” Props will definitely help students retain the new information from the text and it will also create a wonderful opportunity to engage students. “Images are the simplest and most effective way to make sure that the information gets stored as a long-term memory. Our short-term memory processes words and can only retain about seven bits of information. Whereas images are directly processed by our long-term memory where they get indelibly etched.” (Visual Learning: 6 Reasons Why Visuals Are the Most Powerful Aspect Of eLearning – eLearning Industry., (2020). Using the props to act out different parts of the book is also a great way to assess the students to ensure they have a clear understanding of the text.
The next lesson I will evaluate is Kathleen assignment from week 2. Kathleen included graphic organizers in lesson while presenting new vocabulary words. “Graphic organizers are a helpful learning tool for students of all ages to organize, clarify, or simplify complex information—they help students construct understanding through an exploration of the relationships between concepts. Teacher-generated organizers are a useful scaffold to support student learning.” (Increasing the Value of Graphic Organizers. Edutopia., 2020). The graphic organizer will help students to visualize information which will increase comprehension. I use graphic organizers myself all the time, as they help me break down new content into smaller chunks that are easier for me to process.
Visual Learning: 6 Reasons Why Visuals Are the Most Powerful Aspect Of eLearning – eLearning Industry. (2020). Retrieved 8 November 2020, from https://elearningindustry.com/visual-learning-6-reasons-visuals-powerful-aspect-elearning (Links to an external site.)
Increasing the Value of Graphic Organizers. Edutopia. (2020). Retrieved 23 November 2020, from https://www.edutopia.org/article/increasing-value-graphic-organizers.
TuesdayNov 24 at 8:34pm
In the differentiated classroom, the teacher’s aim is to make the classroom work for each student who is obliged to spend time there, thus the teacher is attuned to the students’ various needs and responds to ensure that the needs are met. (ascd.org)
The first lesson plan I reviewed was Lori Hull’s, Lori’s goal and objective were appropriate for this lesson, the standards were aligned with Lori’s lesson, her lesson development was appropriate for learning vocabulary words, this can assist Bianca with building up her vocabulary skills. With Lori’s guided practice she read aloud to the students and then allowed the students to use their story maps to draw or write their answers as they listened to the story. The students used felt board and felt characters to create visual representation for the story she was teaching. In Lori’s assessment part of the lesson she gives the students a choice of showing what they know about the lesson, which includes many options for the students to utilize different skills of learning, For Bianca, this would be an opportunity for her to ask and answer questions about parts of the story, also, this would also give Bianca additional opportunities to pair up with another peer to communicate and to interact with them.
The second lesson plan I reviewed was Kathleen Halcom’s, Kathleen’s lesson plan’s goals and objectives caught my attention because she mentioned how the students ‘will be able to identify each word of verbs, adjectives, adverbs, nouns and speech too, Kathleen also mentioned how the students will be able or ‘identify the word analysis skills in different prefixes, word meanings, plural and singular nouns too, these are ways that Bianca can build up her phonological awareness and their vocabulary skills. Kathleen’s standards aligned well with her lesson too. Kathleen’s steps in her lesson development provided many uses of ways that the teacher can teach this lesson, during other parts of the lesson would benefit Bianca because she can interact with other students in pairs during this lesson. Kathleen provided so many steps that were appropriate for this lesson. for Differentiation Kathleen used many ways that students can be given the accommodations they need if necessary, one way that Kathleen mention is with allowing students extended time on their assignments, using a written study guide, and students can interact with other students, these would benefit Bianca with her challenges. “Research has supported vocabulary knowledge as one of the best predictors of reading comprehension (e.g., Beck & McKeown, 1981; Cain & Oakhill, 2011;McKeown, Beck, Omanson, & Perfetti, 1983; Quinn, Wagner, Petscher, & Lopez, 2015; Torgenson, Wagner, Rashotte, Burgess, & Hecht, 1997), such that ‘vocabulary provides the foundation for grammatical knowledge, definitional vocabulary, and listening comprehension” (NELP,2008, p.75). Kathleen covered many qualities in her lesson plan that would assist Bianca.
Cain, K., Oakhill, J. (2011). Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44, 431-443. https://dxdoi.org/10.1177/0022219410042 (Links to an external site.)
Marsh, C. (1994). Kurrikulum-temeljni pojomovi. Zagreb: Educa.
https://www.ascd.org/publications/books/1080281 (Links to an external site.)chapters/Differentiation@-An-Overview.aspx
Professors response to my discussion
Nice work here! I like that you pointed out the preferential seating included in Lorie’s lesson plan. I believe that this is not only appropriate for Bianca, but also, necessary for some activities. Would you recommend allowing Bianca to sit where she chooses for some activities? Could allowing her to make a good choice on where she sits be helpful in strengthening her self determination skills? What do you think?