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Lesson Differentiation Assignment

The document is a lesson differentiation chart created by a teacher, Allan Smith, for an education class. It includes a list of students and potential ways to differentiate instruction for each student based on their needs. For example, Adele may benefit from simpler math problems, Daniela may need questions translated to Spanish, and Maria needs motivation and real world applications, perhaps with Spanish assistance. The students are then grouped based on their needs, with one group requiring minimal support, one needing some extra instruction, and one having both learning and behavior issues requiring close supervision.

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149 views4 pages

Lesson Differentiation Assignment

The document is a lesson differentiation chart created by a teacher, Allan Smith, for an education class. It includes a list of students and potential ways to differentiate instruction for each student based on their needs. For example, Adele may benefit from simpler math problems, Daniela may need questions translated to Spanish, and Maria needs motivation and real world applications, perhaps with Spanish assistance. The students are then grouped based on their needs, with one group requiring minimal support, one needing some extra instruction, and one having both learning and behavior issues requiring close supervision.

Uploaded by

api-314667723
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Allan Smith

EDSP 411

Professor Nicole Atwell

November 29, 2016

Lesson Differentiation Chart

Note: You may add or delete rows as needed. You may continue this chart on additional
pages if you need additional space to type in your responses.

Student Name Lesson Component that Why Differentiation Ways to Differentiate


may Need Differentiation may be Needed (Use this Component of the
Student Data and Lesson
Descriptions)

Adele Perhaps change the She is in need of better Change some of the
correlation of the instruction until she math problems to
problems and make them understands the simpler ones that they
relatable to the student concepts of can work on by
mathematics themselves to build up
confidence

Corbin None This student doesn’t No changes needed at


require differentiation this time

Daniela This student may need a Spanish version of the She might need some of
translated version of the questions the words translated into
assignment Spanish
Frank This student will either One on one assistance A reevaluation of his
need easier questions or to up his reading level math skills are needed
one on one help from an until he is brought up to
assistant speed

Student Name Lesson Component that Why Differentiation Ways to Differentiate


may Need Differentiation may be Needed (Use this Component of the
Student Data and Lesson
Descriptions)

Maria She needs motivation she She doesn’t fully A translated version will
will need more relatable comprehend English so help but she needs
questions and reasons why she will need some activities that stimulate
there are real world translation her desire to learn
application, perhaps
Spanish assistance as well

Raquel None This student doesn’t No changes needed at


require differentiation this time

Timothy This student needs For behavioral issues His behavior issues need
disciplinary action and students need better to be addressed first
more attention from the structure and more before additional
teacher, maybe put them attention from learning can take place
in a leadership role professionals

Xander None This student doesn’t No changes needed at


require differentiation this time

Zella None This student doesn’t No changes needed at


require differentiation this time

Group Assortment
Group 1
Corbin, Raquel, Xander, Zella
Group one is the top level group that as a teacher I could give them
minimal direction and still expect them to complete the
assignment. Each student shows exceptional aptitude in all subject
areas and if they have a question they can answer most of them
amongst themselves. This group could be given additional
problems to solve if they finish too early.
Group 2
Adele, Daniela, Frank
Group two is my standard group that mostly is struggling with a
Spanish to English language barrier and will be greatly improved
with some additional instruction.
Group 3
Maria, Timothy
Group three is my problem group not only with learning but with
behavior as well. This is the group that will need the most
supervision and by putting them together I can devote the majority
of my time towards them.

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