Designing a Differentiated Lesson Plan

Section 1: Lesson Preparation

Teacher Candidate Name:	Latasha Brownlee
Grade Level:	2nd  grade
Date:	04-18-25
Unit/Subject:	the exploration of numbers
Instructional Plan Title:	Numerical Parts
Lesson Summary and Focus:	The number of participants will acquire the ability to differentiate fractions through the observation of an example that is divided into equal portions. Individuals will be instructed on how to visually represent portions through the utilization of establishes that incorporate both area and the duration accurate measurements.
Classroom and Student Factors/Grouping:	The group includes ten girls and ten boys, with four identified as English Language Learners. About one-third of the children in the group require support through intervention strategies like Individualized Education Plans (IEPs), 504 plans, visual aids, or auditory assistance during their time at school.
National/State Learning Standards:	LAK 3.3E Employ graphical representations of fractions with numerators of 2, 3, 4, 6, 9 and 8 to tackle scenarios that necessitate the division of a component or collection of things among multiple participants. • A measuring of a portion denotes a fraction that signifies a singular component of a whole entity. • To illustrate and differentiate unit fractions, consider illustrations of surface area and time its length.
Specific Learning Target(s)/Objectives:	Individuals will recognize fractions with a 70% success rate while distinguishing the whole.   Students can correctly recognize the mathematical illustration of a given fraction with 75% precision when offered with an accurate measurement and duration.   • Learners will demonstrate 80% accuracy in identifying both the numeric denominator and the sum of the two numbers.
Academic Language	The numerical operator Fractional denominator, complete equivalent portions, unit fractional.   Individuals will receive straightforward and comprehensive guidance for introducing the curriculum-related subject. Individuals will receive the definition of the expression along with an explaining example utilizing an electronic keyboard or whiteboard. The class will define each language item and connect those definitions, descriptions from peers, and a chosen picture into a graphic organizer for their math journal.
Resources, Materials, Equipment, and Technology:	Writing instrument Writing surface Computing device Adhesive material Mathematics  journal Channel on YouTube Index Cards Interactivity Whiteboard Mathematics Activity sheets

 

Section 2: Instructional Planning

Anticipatory Set Participants will be watching an educational math video on the Smartboard, which I will also upload from my PC to YouTube. The instructional YouTube clip will explore the concept of interconnecting sections. I will temporarily pause the video at critical junctures to provide clarification and elucidate the academic terminology employed. I will utilize demonstrates and a whiteboard with a marker to facilitate learners' understanding of the principles being presented, while also encouraging them to pose questions. Following the viewing of the film, I will prompt the students to articulate their comprehension of fractions while noting significant concepts on the board. Subsequently, I will instruct the students in our class to construct a unit fraction utilizing paper and pencil, which represents a slice of pizza divided between them.I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.	Time Needed             15 mins
Multiple Means of Representation Participants will be divided into teams and instructed to rotate among different maths stations.Furthermore, there will be a 6-minute rotation comprising three mathematics stations. During each step, students will be designated a specific role.   Exercise 1: Students are required to complete an introductory worksheet designed by the instructor, aimed at comprehending the distinction between the values of the numerator and the denominator. Students must accurately recognize and articulate each term.     Exercise 2: The instructor will present several fractional concepts to the students using flashcards. Students will convene and endeavor to appropriately solve as many fractions as possible within a few minutes.     Exercise 3: Participants will persist in their efforts to surpass their team's performance. Students will get flashcards containing unit fractions, which they can manipulate using mathematical tools and their portable recording devices.     • English language learners (ELL): To assist ELL students in acquiring complex terminology, they will be paired with peers who are fluent in both English and their native language. Instructions will be supplied in the native tongue.     Students with special needs: Students requiring additional support will be organized into homogeneous groups and will receive assistance from an aide or the teacher. Students will be provided with a range of options for their presentations.     Students with exceptional abilities: Students who have demonstrated proficiency in unit fractions will be provided with non-unit fractions to explore, so leveraging their remarkable talents.   • Early finishers (children who complete tasks ahead of schedule and may require further resources or assistance): Students who complete their projects ahead of plan will utilize mathematical tools to verify their answers with an educator or a facilitator. This also provides individuals the option to request clarification if needed.     Potential Obstacles   1. Learners understand the positioning of fractional on a numerical grid.   Inability to discern methods for partitioning a whole into distinct components.   3. Learners are executing addition while recognizing that they are accomplishing so with respect to distinct units.   4. Inability to comprehend the process of generating a complete from a specified fraction.          Fractions can express quantities exceeding one.	Time Needed                             25 mins
Multiple Means of Engagement     By employing mathematical models related to area and length, I will utilize the smart board tool to create various graphic representations of fractions. The objective is to utilize collaborative group work to enhance students' understanding of the concepts of numerator and denominator, as well as to develop their ability to describe and identify fractions effectively. Students will have the opportunity to visually represent their assigned fractions using pre-prepared cards featuring images, which they will subsequently present to the entire class on the interactive board. Students will employ their smartphones or tablets to engage in a restructured exercise that highlights academic terminology and fraction-related activities, which encompass the recognition, demonstration, and analysis of fractions.     Elucidate the methods by which you will tailor activities for each of the subsequent groups: • Individuals acquiring proficiency in the English language (ELL): In order to assist English Language Learners (ELL) in acquiring complex terminology, they will be paired with peers who possess proficiency in both English and their native language. Instructions will be delivered in the native language.   Students with special needs will be organized into homogeneous groups, where they will receive support from either an assistant or the instructor. Students will be provided with a range of options for their presentations.   Students identified as having gifted abilities, particularly those who have demonstrated proficiency in unit fractions, will be provided with opportunities to engage with non-unit fractions. This approach aims to leverage their exceptional skills for further exploration and understanding.   • Students who complete their tasks ahead of schedule and may require supplementary resources or support: Students who complete their assignments ahead of the scheduled time will utilize mathematical tools to verify their answers with their instructor or a facilitator. This also provides individuals with the opportunity to request clarification if needed.	Time Needed
Multiple Means of Expression   Participants will be divided into teams and instructed to rotate among different maths stations. Furthermore, there will be a 6-minute rotation comprising three mathematics stations. During each step, students will be designated a specific role.     English language learners (ELL): To assist ELL students in acquiring complex terminology, they will be paired with peers who are fluent in both English and their native language. Instructions will be supplied in the native tongue.     Students with special needs: Students requiring additional support will be organized into homogeneous groups and will receive assistance from an aide or the teacher. Students will be provided with a range of options for their presentations.     Students with exceptional abilities: Students who have demonstrated proficiency in unit fractions will be provided with non-unit fractions to explore, so leveraging their remarkable talents.   • Early finishers (children who complete tasks ahead of schedule and may require further resources or assistance): Students who complete their projects ahead of plan will utilize mathematical tools to verify their answers with an educator or a facilitator. This also provides individuals the option to request clarification if needed.	Time Needed
	20 mins
Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.	Time Needed

 

Rationale:

The assignment indicated that certain students needed extra assistance with their math skills. In order to offer this assistance, it will be necessary to implement additional classes. Further support and adjustments are essential to enhance their reading and writing skills. By customizing the class material, techniques, and objectives to meet the student's needs, I am confident they will gain a comprehensive understanding of the subject matter and its significance.

Flexibility involves conveying knowledge and ideas in a manner that enriches the learning experience for students. The Education Team states that accommodating allows students to engage with the same materials and reach the same objectives as their peers, albeit through tailored teaching methods. Alteration involves the modification of an individual's designated subjects or responsibilities. Altering the fundamental details can enhance understanding and significance for learners.

I employed a distinctive approach in the instructional material, conveying concepts through both auditory and visual means. Organize the seating arrangement to position students close to the teacher, ensuring they are shielded from distractions such as outdoor openings.

Curriculum differentiation considers the diverse religious perspectives and professional backgrounds of individuals, promoting a secure and supportive learning atmosphere. This educational environment cultivates a strong sense of belonging and mutual respect among all individuals involved.

 

 

 

Differentiation with Technology

 

 

 

 

Differentiation with Technology

Latasha Brownlee

GCU-551

04/22/2025

 

 

 

Differentiation with Technology

 

The methods through which we disseminate and acquire knowledge have been significantly enhanced by technological advancements. It has enabled educators to engage with students, parents, and fellow learners in a manner that is both more effective and efficient. Moreover, it has enabled educators to provide more engaging and stimulating instruction that aligns more closely with the needs of students. Students presently have better through the internet and offline accessibility of educational materials tools and supplies because of technological advances. The heightened complexity introduced by the internet in instructional preparation and curriculum design enables children who engage with well-integrated educational technologies to learn at their own pace and in a manner that is more personalized. As information has progressed, so too has the manner in which we engage with one another. In the realm of education, this enhanced connection has enabled educators and students to collaborate in imaginative and innovative manners, fostering learning through shared experiences.

 Students are now able to engage in direct interactions with peers from around the globe through online discussion boards, messaging platforms, web pages, and various collaborative tools.

Vanco asserts that the integration of technology within educational environments can enhance children's understanding in a more engaging and enjoyable manner. Incorporating technological advances into the mix may captivate students who exhibit a lack of interest in traditional instructional methods such as lectures and textbooks. The benefits of technology within educational environments are manifold. It facilitates ongoing communication between students and their instructors, as well as among peers. Moreover, it provides a flexible environment for education that can be tailored to accommodate the specific needs of each individual learner. Thirdly, it assists students in getting ready for the increasingly digital landscape they will face upon graduating from college. Students have the opportunity to engage in communication with other students and teachers via video calls. This facilitates real-time engagement and discourse, which can be exceptionally beneficial to learners grappling with comprehension of the subject matter. Students can engage in digital collaboration in real-time on assignments through educational tools such as Google Docs.

Every pupil understands at different explores and necessitate supportive resources for comprehending the topic material. The incorporation of technology serves as a pivotal element in the realm of instructional presentation. Through the utilization of tablets or notebooks, educators have the opportunity to seamlessly integrate instructive stations into their standard instructional practices. Alongside educational materials stations, teachers may utilize computer programs to assist students in navigating complex texts, solving mathematical problems, and participating in realistic simulations across disciplines such as social studies and scientific knowledge. Furthermore, fresh subject matter may be preloaded utilizing technology prior to the commencement of online classes. Teachers must explore methods to utilize electronic devices to enhance student engagement in constructive ways as they interact with communities on the internet. Through the strategic integration of technology in the educational setting, teachers can cultivate an environment characterized by belonging, accessibility, reassurance, motivation, excitement for learning, and self-regulation.

Pacific asserts that "teaching learners about different nations and cultures, along with their social rights and responsibilities worldwide and nationally, is a fundamental aspect of fostering a global mindset within the classroom environment." Comprehending, valuing, and fostering harmonious relationships with individuals from diverse backgrounds is increasingly vital for success in both connections and educational endeavors throughout an internationalized context. Persuade the students to engage in correspondence with a pen pal from a markedly different background information. Engaging in personal relationships with peers from different societies cultivates feelings of compassion and enhances recognition for diverse the fundamentals.

 

 

 

 

References:

Chiaro, C. (2023). How Technology can Increase Student Engagement. TeachHUB. https://www.teachhub.com/technology-in-the-classroom/2019/08/how-technology-can-increase-student-engagement/

Education, Vanco. (2023). How to Incorporate More Technology in School Lesson Plans https://www.vancopayments.com/education/blog/school-lesson-plans-technology

Fresno Pacific University. (2018). What is Global Awareness and Why Does it Matter? - FPU. https://ce.fresno.edu/news/what-is-global-awareness-and-why-does-it-matter/

 

 

 

 

Learning Style Analysis

 

              

             

 

Learning Style Analysis

LaTasha Brownlee

Grand Canyon University

EDU 551: Differentiated Instruction

Dr. Patricia Thirey

April 2, 2025

 

 

 

 

 

During the course of our work as educators, we frequently come across children who struggle to comprehend the abstract ideas and complex problem-solving skills that are essential for achieving success. According to Özerem and Akkoyunlu (2015), a highly effective method for enhancing the accessibility and engagement for all learners entails the collection of data on their individual learning styles and the utilization of these insights to guide our instructional planning and assessment processes.

Learning styles consist of Visual, Auditory, Reading/Writing, and Kinesthetic

• Visual Learners - Acquire knowledge most effectively through visual stimuli. Charts, diagrams, illustrations, handouts, and videos serve as essential visual learning tools. Graphic organizers will prove advantageous for students who are visual learners.

• Auditory Learners - Thrive when information is conveyed through auditory means. They typically derive significant value from what they hear and retain information effectively. Receiving information via video or audio

• Reading and Writing Learners - excel in acquiring knowledge primarily through written language and textual materials. Engaging in the processes of reading and writing to assimilate knowledge or to identify areas for further exploration.

• Kinesthetic Learners – Acquire knowledge most effectively through hands-on experiences and active participation. Practical experience holds significant value for the kinesthetic learner. Movement and/or acting out.

To illustrate this approach, let’s look at learning style data I recently gathered for a small group of students in a kindergarten class. To protect their privacy, I’ll refer to them as Student 1, Student 2, Student 3, and Student 4. Here’s a visual representation of their learning style preferences:

Examining this data, we see a diverse range of learning styles.

• Student 1 shows a predominant auditory style.
• Student 2 has a strong visual preference.
• Student 3 is a balanced learner across all four modes
• Student 4 has a multimodal profile with high visual and kinesthetic scores.

The variations in learning styles are intricately linked to the cognitive, linguistic, social, emotional, and physical development of students (Willingham, Hughes, & Dobolyi, 2015).

For example, the visual strengths exhibited by Student 2 may suggest a heightened capacity for advanced pattern recognition. The auditory preference exhibited by Student 1 may indicate a robust capacity for verbal reasoning. The multimodal style exhibited by Student 4 may indicate a remarkable aptitude for the mental manipulation of objects and spatial relationships.

As a teacher, I would leverage these learning style insights to design more targeted and effective instruction. Some strategies I might employ include:

• Visual: Graphic organizer, data visualizations, color-coding
• Auditory: Mnemonic devices, raps/songs
• Reading/Writing: journals, vocabulary building
• Kinesthetic: Manipulatives, physical simulations

Through the integration of diverse visuals, articulate verbal explanations, comprehensive written materials, and engaging hands-on activities within each lesson, I am able to cultivate a more multisensory and inclusive educational experience that caters to the varied needs of all my students (Morin, 2020). This methodology further enables students to leverage their inherent strengths.

 

The alignment of assessments with learning styles is of paramount importance. In the English Language Arts segment of my class, I endeavor to provide a diverse array of assessment formats that extend beyond conventional testing methods, incorporating performance tasks and oral assessments/presentations. By enabling students to showcase their comprehension through various methods, I can create a more nuanced representation of their learning journey.

 

Ultimately, the true significance of learning style data lies in its capacity to foster more tailored and adaptive instruction. Utilizing these insights to dynamically adjust our teaching and assessment methodologies enables us to foster confidence, competence, and critical thinking abilities in reading comprehension for all students.

 

References

Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning

       styles theories. Teaching of Psychology, 42(3), 266–271.

       https://doi.org/10.1177/0098628315589505

 

Morin, A. (2020). 4 Learning styles: How to accommodate a diverse group of students.

     Understood. 

 https://www.understood.org/en/school-learning/for-educators/teaching-strategies/4-learning-styles-how-to-accommodate-a-diverse-group-of-students

 

Özerem, A., & Akkoyunlu, B. (2015). Learning environments designed according to learning

     styles and its effects on achievement. Eurasian Journal of Educational Research,

     15(61), 61–80. https://doi.org/10.14689/ejer.2015.61.4