Differentiated Learning

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Principles of Teaching

  Course Title:

  Human Growth & Development

  Course Number:

  8909040

  Career Cluster:

  Education & Training

  CIP Number:

  0713129900

  Course Type:

  CAR-PREP High School Career Preparatory Program

  CTE Standard(s) or benchmarks

  CTE-EDU.912.8909020.3.7 Articulate strategies for differentiating instruction, assessment and classroom learning environments.

  CTE-EDU.912.8909020.2.3 Examine differences and exceptionalities in the way students learn.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Struggling Students Get a Hand.” See CPALMS resource ID# 215520.

• Career Connection

  
  

  Students will work in a group setting and develop positive communication skills such as conflict resolution, active listening, and compromise. Students will also use time management and practice splitting a task between a group.

• Learning Objectives

  
  

  Students will be able to:

  • Develop a plan for each student’s science accommodations from the case study.
  • Describe ways to accommodate struggling learners.
  • Create a digital presentation that explains accommodation suggestions and strategies for the case study scenario.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Think/pair/share, participate in a group activity and be comfortable presenting to the class.
  • Several industry vocabulary words including English Language Learner, dyslexia, accommodation, and benchmark.

• Guiding Questions

  
  
  • What types of learning struggles might a teacher encounter with their students?
  • How do teachers use data to drive instructional delivery?
  • What types of accommodations can be used to help struggling learners?

• Procedure

  
  
  1. To introduce the lesson, the teacher will pass out the attachment Accommodation Handout and have students brainstorm ways teachers can accommodate student learning. Students will record their ideas on their handouts.
  2. Students will spend a few minutes reading and familiarizing themselves with the case study, "Struggling Students Get a Hand," (see CPALMS Resource ID#215520).
  3. Use the following questions to guide a student discussion about the case study:
  • How do you think it feels for students who struggle to meet benchmarks?
  • What factors may have contributed to the low test scores the students originally got?
  • How would you react as a learner if you struggled to complete an assignment and got a low score?
  • What are some examples of good accommodations teachers can make to help all students meet their learning goals?
  4. Students will be split into small groups where they will read the science standard (listed on the handout) that the students in the case study will be working on then brainstorm ideas for assessment and accommodations for the three specific learners in the case study. They will then make a PowerPoint/Canva/Prezi/Google Slides presentation of accommodations they would use for the students in the case study. Presentations should include considerations for timing, division of required tasks, communication methods (ways students can communicate their understanding), and check points for Tonya to make sure the students are making progress.
  5. To bring the lesson to a close, students will present to the class a 2-3 minute presentation of their ideas for the science lesson. While watching other groups, students will make note of any effective accommodations they liked from other groups.
  6. As part of the lesson closure, have students reflect on the following questions aimed at building connections to their future careers (found on the Accommodation Handout).

  The handout questions include:

  • How can your accommodations affect student learning gains?
  • Why is treating each student as an individual good practice?
  • What steps can you take to recognize struggles with learning?

• Teacher Notes

  
  
  • Students may need a little prompting to start sharing in front of the class. The teacher might include a story about their own experience with group work in school or work.
  • Teachers may want to incorporate popcorn questioning, using random numbers assigned to the roster or popsicle sticks with student names.
  • During group work, make sure to circulate and keep students on task. Some groups may need guiding brainstorming ideas for their poster.
  • Make sure students understand they should include pictures or other media within their presentations.
  • Remind all students they should be professional and polite to each other as if in the workplace.
  • It may be helpful to ask for volunteers or assign presentation order while students are working, so they know what to expect.
  • Handout may be used as a formative assessment, if desired.