Differentiated Lesson Plan Reflection
I chose to do a lesson on counting money for students in the first grade because they are lots of way to differentiate the lesson to make sure all students are successful. Counting money is something the students will need for their rest of their life and can relate to real-life experiences to keep students engaged.
Chosen instructional strategies to differentiate
Students had prior knowledge of coins because of the activities for the day before. According to Mccarthy, the teacher’s responsibility is connecting content, process, and product. Students respond to learning based on readiness, interests, and learning profile. Introducing pennies was a specific lesson to identify the differences between pennies and the other coins. Students’ engagement increases with the poem I introduced first to start off the lesson. Students were also interested in the president. When heads/tails was brought up students thought about the games they play with their friends. This lesson was fun to differentiate because of all the different activities that went along with it. Station time is another time that allowed for differentiation with the different activities planned. Partner time is important because it helps students learn from their peers. Technology relates to real world and their everyday life, and the Seesaw activities allow for more practice.
Differentiated assessment to address the specific learning goals
Partner think-pair-share are good assessments to use in the classroom to informal observe students and their thinking. I can pair students according to their learning style, learning status, and level to find out more about the students. Pre-assessments will tell about the student readiness. “Through trial and error, you can understand student needs, such as simply seeing how students respond to instruction or even how well they complete classwork” (Sarahlicain, 2022). For my ELL students, I think it is important to use visuals and peer support to help students. Students sometimes learn more from their peers than the teacher. For students with IEPs and goals need visual support as well. I also would like to provide their own anchor charts so they can go back to check things when needed. Sentence stems will help students who have minimal words as well. Gifted students need higher-level questioning. They need to think outside the box, so they could make their own store and label things for sale. For my early finishers, encouraging to go back to re-do again but also having them play a game where they guess the cost of certain items keeps them engaged.
Technology Resources
We are using Seesaw on the iPad. Seesaw is a great app for interactive learning that can be differentiated to fit the needs of all students. The specific lessons that were picked for students to work on focused on the penny, things that cost, and heads/tail probability. The students are able to work on the lessons as many times as they want to increase knowledge in the skills. The student is also able to send the work to the teacher to be checked. The teacher can send it back to student if he/she feels like the student needs more practice. Technology should always be incorporated and appropriate for the students in the classroom. The implementation of technology also creates pathways for differentiated instruction to meet the unique needs of students as individual learners within a broader classroom climate.
References:
Drexel University. (2022). How to use technology in the classroom: benefits & effects. Drexel University School of Education. https://drexel.edu/soe/resources/student-teaching/advice/how-to-use-technology-in-the-classroom/
Mccarthy, J. (2015). 3 Ways to plan for diverse learners: what teachers do. Edutopia. https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy
Sarahlicain. (2022). Break it up! 5 simple steps for differentiated instruction with ell students. Fluentu. https://www.fluentu.com/blog/educator-english/differentiated-instruction-for-ell/
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