Designing a Differentiated Lesson Plan

 Designing a Differentiated Lesson Plan

 

According to the needs observed in this period, the strategies used in this lesson cover the needs of different learning styles.

On previous days, different evaluations were applied, such as the learning style inventory, which demonstrated three different learning styles, visual, auditory, and kinesthetic. The assessments of the learning level of the students of this period showed the students who were at the low level, the intermediate level, and the students who were at the level. All the data collected was taken into account to plan this lesson. The students' interests were observed and evaluated by asking random questions to students for several days. During this time, the students explained that mathematics was very dull and that they did not generate anything of interest. The students expressed that playing on computers and practicing on the smart board made the class fun and enjoyable. 

Assessments in this lesson have been strategically differentiated to address specific learning objectives and individual differences. The visual students were evaluated according to the data collected in the assigned math games and the practices carried out in class. The auditory students were assessed with the KAGAN questions, which are questions that encourage students to engage in dialog with their peers. The kinesthetic and gifted students were evaluated with class practices and the assigned mathematical game. The English Language Learners (ELL) students were assessed with questions their bilingual teacher asked them in Spanish and in class practices.

 The McGraw-Hill website used in the class, Chromebooks, the smartboard, and the selector are technological tools used in this lesson. The lesson became interactive and exciting with these tools, keeping students busy and making time go faster. The education.com website contains online games related to the topic, and the teacher previously played this game for evaluation and incorporated the game into the lesson.

 The McGraw-Hill website has interactive mathematical examples and exercises. Students solved mathematical problems on the smartboard while waiting their turn each time the selector randomly selected their names. A selector is a key tool in the interaction of the class; the students remain attentive, waiting for the student's name who will answer the questions or who will solve the mathematical problem.

 Using differentiation in the classroom and assessments promotes effective learning at every learning style and level. With this, each student will feel successful in each advance they have at their own pace and level. The next step would be to conduct summative evaluations by learning style and level.

 The use of small weekly quizzes instead of a big unit test would be more appropriate to eliminate stress in students when they know that an exam will come and helps to evaluate in small parts the information that the student can retain in their short-term memory.

 

 Resources:

 

Murawski, W. W., & Scott, K. L. (2019). What really works with universal learning design. SAGE Publications.

 Amrita Kaur, Mohammad Noman & Rosna Awang-Hashim (2019) Exploring and evaluating         differentiated assessment practices of in-service teachers for components of differentiation, Teaching Education, 30:2, 160-176, DOI: 10.1080/10476210.2018.1455084

O'DONNELL, A. L. I. N. A. (2017, October 26). Teaching Tools and Strategies for Diverse Learners. International Literacy Association. Retrieved May 23, 2022, from https://www.literacyworldwide.org/blog/literacy-now/2017/10/26/teaching-tools-and-strategies-for-diverse-learners