Adapting lessons to meet the needs of diverse students
Whole Class
Readiness: The whole class is ready for the unit. In history, the class average grade is 76%. The Physics class average is 71% and the Psychology class average is 73%. There are several gifted students in the class who enjoy helping other students. The maturity of this group of students is better than average, which will lend well to the discussions and group work planned for the unit.
Interests: This group of students enjoys working with peers, working on projects, and having class discussions. Many students participate in after school sports, clubs, and organizations. Some of the students hold after school jobs. Students will be given minimal out of class assignments in consideration of their schedules.
Learning profile: Most of the students are visual-auditory learners. However, there are some kinesthetic learners in the class. These learners will benefit from the hands-on activities planned for the unit.
Tyler
Special Needs (IEP): Attention Deficit Disorder
Readiness: He is ready for the unit. Tyler has good grades in all three classes and consistently demonstrates understanding on formative and summative assessments. Tyler scored above average on the diagnostic assessment given prior to the beginning of the unit. Tyler scored well on the proficiency essays and exams at the conclusion of the last unit.
Interests: Tyler is shy and does not choose to work with others, socialize, and participate in group discussions. Tyler enjoys technology and can often be found using applications on his phone before and after class. He enjoys video games and math.
Learning Profile: Tyler is a visual-auditory learner.
Brian
ELL: Intermediate Level
Readiness: This student is ready for the lessons of this unit. The student will need support with complex content and academic vocabulary. However, he will be able to grasp the content because he works hard in all of his classes and has taken and done well in courses that support this unit.
Interests: Brian enjoys physical education, especially team sports. Brian is a social student who enjoys history because he finds the content interesting and likes that he gets to participate in class/group discussions. This student is very interested in cars and has expressed an interest in pursuing a career in the auto industry.
Learning profile: Brian learns best through visual demonstrations, visual aids, and with visual support during auditory processing.
Coby
GATE Student
Readiness Level: Coby is a 10th grader who is reading at a 12th grade level but writing at a 9-10th grade level.
Learning Profile: Coby is very sociable and popular amongst his peers. He enjoys talking in class. He finishes his work quickly in class and can be disruptive when he is not engaged or challenged by the curriculum.
Interest: Coby enjoys video games, football, and rap music. His favorite subject is science.
Differentiation Strategies
We have created multiple scaffolding tools in order to provide an accommodated and differentiated learning environment for English Learners in our classes. EL students will be provided graphic organizers in order to allow them to process the information easier. During group work we will place ELs and special needs students with high performing students with high EQ’s that will be willing to help their classmates and be patient with them. There are also multiple instances where they are able to work with their hands, in creation of an atom for instance, and where visual aids are readily available during instruction. During the presentation the student is expected to present, but may be able to shorten his/her presentation time as an accommodation because of his/her comfort level speaking English. Students like Coby are challenged in all lessons by being offered additional purposeful tasks if he completes assignments early. Additionally, he and his classmates are placed in heterogeneous groups where they can help students who have not completed tasks. Class discussions or partner/group work are held in all subject areas to give Coby and his outspoken peers the opportunity to share out in class.
Readiness: The whole class is ready for the unit. In history, the class average grade is 76%. The Physics class average is 71% and the Psychology class average is 73%. There are several gifted students in the class who enjoy helping other students. The maturity of this group of students is better than average, which will lend well to the discussions and group work planned for the unit.
Interests: This group of students enjoys working with peers, working on projects, and having class discussions. Many students participate in after school sports, clubs, and organizations. Some of the students hold after school jobs. Students will be given minimal out of class assignments in consideration of their schedules.
Learning profile: Most of the students are visual-auditory learners. However, there are some kinesthetic learners in the class. These learners will benefit from the hands-on activities planned for the unit.
Tyler
Special Needs (IEP): Attention Deficit Disorder
Readiness: He is ready for the unit. Tyler has good grades in all three classes and consistently demonstrates understanding on formative and summative assessments. Tyler scored above average on the diagnostic assessment given prior to the beginning of the unit. Tyler scored well on the proficiency essays and exams at the conclusion of the last unit.
Interests: Tyler is shy and does not choose to work with others, socialize, and participate in group discussions. Tyler enjoys technology and can often be found using applications on his phone before and after class. He enjoys video games and math.
Learning Profile: Tyler is a visual-auditory learner.
Brian
ELL: Intermediate Level
Readiness: This student is ready for the lessons of this unit. The student will need support with complex content and academic vocabulary. However, he will be able to grasp the content because he works hard in all of his classes and has taken and done well in courses that support this unit.
Interests: Brian enjoys physical education, especially team sports. Brian is a social student who enjoys history because he finds the content interesting and likes that he gets to participate in class/group discussions. This student is very interested in cars and has expressed an interest in pursuing a career in the auto industry.
Learning profile: Brian learns best through visual demonstrations, visual aids, and with visual support during auditory processing.
Coby
GATE Student
Readiness Level: Coby is a 10th grader who is reading at a 12th grade level but writing at a 9-10th grade level.
Learning Profile: Coby is very sociable and popular amongst his peers. He enjoys talking in class. He finishes his work quickly in class and can be disruptive when he is not engaged or challenged by the curriculum.
Interest: Coby enjoys video games, football, and rap music. His favorite subject is science.
Differentiation Strategies
We have created multiple scaffolding tools in order to provide an accommodated and differentiated learning environment for English Learners in our classes. EL students will be provided graphic organizers in order to allow them to process the information easier. During group work we will place ELs and special needs students with high performing students with high EQ’s that will be willing to help their classmates and be patient with them. There are also multiple instances where they are able to work with their hands, in creation of an atom for instance, and where visual aids are readily available during instruction. During the presentation the student is expected to present, but may be able to shorten his/her presentation time as an accommodation because of his/her comfort level speaking English. Students like Coby are challenged in all lessons by being offered additional purposeful tasks if he completes assignments early. Additionally, he and his classmates are placed in heterogeneous groups where they can help students who have not completed tasks. Class discussions or partner/group work are held in all subject areas to give Coby and his outspoken peers the opportunity to share out in class.