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Refer to the chart you created during week one. Utilizing the same document, add
Refer to the chart you created during week one. Utilizing the same document, add two columns (see example) for the name of student groups and specific strategies or elements to meet the needs of the four student groups. Add these interactions within at least six of the eleven (11) activities listed in the instructional flow. Address the needs of each of the four student groups. The last two groups you address are your choice. These details could address the academic, social, or emotional needs for each student group. Reference the rubric for further details and required elements.
Example:
Content Area: Music Grade: 4-6
Element Activity/Strategy/Instruction Group Details 1 Teacher pre-assesses students on their ability to identify note names and values. 2 Teacher introduces note names with mnemonic devices ELL Students will be given a worksheet as a reference, showing the name of each note in English and in their home language. Cognates will be highlighted. 3 Teacher models graphic organizer identifying note values and models how to think about the relationship of note values 4 Students work in small, heterogeneous groups to discover and identify notes within current pieces Advanced Learners Because they already know the note names, they will be given a worksheet with riddles on it, requiring them to use their music reading skills to solve the problems. 5 Class comes together to…
Part 2: Write a 1-2-page analysis comparing traditional and differentiated instruction. Utilize at least one scholarly source (from ASCD or other database) to support your claims. Write your paper in a compare/contrast format with an introduction and conclusion. The components of your paper are:
Title Page
Introduction
Body (2 student groups and 6 approaches/strategies)
Conclusion
Reference Page
Focus on two of the four student groups for your analysis. In reference to those two groups, provide a minimum of three approaches within traditional and DI. Point out the benefits, drawbacks, and potential issues within each.
resources:
Beliefs that deflect good instruction. (n.d.). ASCD. https://www.ascd.org/el/articles/beliefs-that-deflect-good-instruction
Differentiated learning and technology: a powerful combination. (2023, June 12). ASCD. https://www.ascd.org/el/articles/differentiated-learning-and-technology-a-powerful-combination
Differentiation Myths and realities. (n.d.). ASCD. https://www.ascd.org/el/articles/differentiation-myths-and-realities
Tomlinson, C. A. (2017). How to Differentiate instruction in academically Diverse Classrooms, third edition. ASCD.
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