Assignment 2B- Beginning Differentiation

A.    English Language Learners: I would differentiate my instruction by slowing my speech down, provide materials in both languages when possible, utilize technology, use visuals, and group strategies.

Activities:

1.      Technology- I can use Raz-Kids to aid them in reading. This app supplies both the English and Spanish version of 100s of books that are all labeled by reading levels. They can listen to it on audio as well and answer comprehension questions at the end.

2.      Grouping- If students were working on a science project together I can group my ELL students in a group with an advance student who speaks both English and their native language knowing they will help them through the project.

3.      Visuals/Pictures- During vocabulary I can provide pictures along with the vocabulary words. Depending on the students English fluency I can have the vocab in both English and their native language. This can be turned into a memory game or flashcards.

4.      Drawing- After reading a book they can draw what they read about and start to tie some key words in and build their English vocabulary.

5.      Sentence frames- For journal entries I can give them sentence starters and a list of words to use to feel in the rest.

B.     Special Needs Students: I would differentiate by using prior knowledge, visual aids, modeling, collaboration, and technology.

Activities:

1.      Role play- students can role play and apply their learning to real life situations and act them out in front of classmates or myself.

2.      Assistive technology- Provide access to computers, screen readers, and voice recognition software. For example I could show flash cards with different face expressions and they use technology to pick the emotion associated with the expression.

3.      Collaboration work- Group students with more academically capable students and build their social skills and practice being a contributing member of a team.

4.      Visual- Flashcards with words and pictures to teach sight words, emotions, and new concepts.

5.      Modeling- Demonstrate what I expect and want them to be doing and give a lot of verbal cues and gestures. Also, use call and response to make sure the students understand instructions.

C.    Gifted Students: I would use more open ended questions, supply more choices, PBL projects, creativity, and technology.

Activities:

1.      Internet- Teach them how to utilize the internet for research and how to find quality sites. After teaching them how to use the internet, I could let them do a research project on a topic of their interest.

2.      Delivery- I would change the way I deliver material to them and leave them with more open ended questions that will force them to use deeper critical thinking skills.

3.      Choices- I would empower them through having choices over their education and let them use their person interests to motivate them to dig deeper.

4.      Creativity- Access their creative side through extending lessons. For example, rewrite the ending of a book the students have read.

5.      PBL projects- Extend their learning through hands on activities that require multiple steps, collaboration, research, and presentations through technology.