Each student enters the classroom with a different set of factors that affect learning, all students learn differently. Consider GCU’s Statement on the Integration of Faith and Work that states, “Therefore, we are confident that the work we do is a part of God’s calling on our lives and a means by which we can glorify God as we meet others’ needs,” as you research and make decisions on how you will differentiate for instruction, activities, and assessments in order to reach all students.
Teachers differentiate instruction based on readiness, interest, and individual learning goals and determine appropriate instructional strategies based on assessment data.
Using the student data in the “Class Profile,” create a differentiation plan and present it as a digital presentation for the content area and grade level of your choice that will be used as a professional development to inform new teachers about how to implement differentiation in the classroom.
Research differentiation strategies and create an 8-10 slide digital presentation to showcase your differentiation plan.
Your digital presentation should include:
- State or National Standard: Identify a state or national standard that was hypothetically assessed on a recent assessment.
- Readiness: Describe how you will group students based on testing results from the “Class Profile.” Identify the students below level, at level, and above level in your description.
- Interest: Explain how you will determine students’ interest in the content. Include a specific strategy you will use to determine their interest level and how you plan to engage students who show low interest.
- Differentiating: Explain how you will differentiate instruction based on the state or national standard and results of the recent assessment. Provide an example of appropriate differentiation for the grade level.
- Technology: Identify one method for using technology to differentiate instruction. Be specific in which tool, software, website, etc. you plan to use, and explain how this tool provides a technology-rich learning experience.
- Progress Goals: Explain how progress goals for each student are determined. Goals should be realistic and reasonable for the subject matter, grade level, individual strengths, and need for growth.
- Learning Preferences: Describe how your everyday instruction includes considerations for all learning preferences.
- Summary and Goal Setting: Summarize how data informs instructional decisions. Discuss potential outcomes when data is not used to make instructional decisions. Identify at least one goal for yourself in the areas of using data for instructional decision-making, differentiating instruction, determining student interest, and using technology to differentiate instruction.
Include a title slide, a references slide, and presenter’s notes within your presentation.
Support your findings with a minimum of three scholarly resources.
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