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    Differentiated Lesson Planning Task Assessment Briefing

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    Abduljabbar Qureshi
    Opening (Hook)  Presentation (content + process + product)  Closure  A quick group activity reinforcing or demonstrating concepts  Sharing of products created during class  A large group or partner review of key ideas  Carefully scripted questions posed by the teacher to elicit particular responses  Opportunities for students to critically reflect on what they have learnt  Quick check for understanding  Students posing questions based on new curiosities STRONG CULTURAL REGIONALISM

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    Differentiated Lesson Planning Task Assessment Briefing

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    Abduljabbar Qureshi
    14 views13 pages
    Opening (Hook)  Presentation (content + process + product)  Closure  A quick group activity reinforcing or demonstrating concepts  Sharing of products created during class  A large group or partner review of key ideas  Carefully scripted questions posed by the teacher to elicit particular responses  Opportunities for students to critically reflect on what they have learnt  Quick check for understanding  Students posing questions based on new curiosities STRONG CULTURAL REGIONALISM

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    Opening (Hook)  Presentation (content + process + product)  Closure  A quick group activity reinforcing or demonstrating concepts  Sharing of products created during class  A large group or partner review of key ideas  Carefully scripted questions posed by the teacher to elicit particular responses  Opportunities for students to critically reflect on what they have learnt  Quick check for understanding  Students posing questions based on new curiosities STRONG CULTURAL REGIONALISM

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    14 views13 pages

    Differentiated Lesson Planning Task Assessment Briefing

    Uploaded by

    Abduljabbar Qureshi
    Opening (Hook)  Presentation (content + process + product)  Closure  A quick group activity reinforcing or demonstrating concepts  Sharing of products created during class  A large group or partner review of key ideas  Carefully scripted questions posed by the teacher to elicit particular responses  Opportunities for students to critically reflect on what they have learnt  Quick check for understanding  Students posing questions based on new curiosities STRONG CULTURAL REGIONALISM

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    of 13

    DIFFERENTIATED LESSON

    PLANNING
    Differentiation by content, process and product
    Phases of differentiated lesson
    planning
    1. Learning objectives / KUDo’s
    2. Pre-assessment / Formative assessment
    3. Learning and teaching activities
     Opening (hook) -presentation-closure
     Content
     Process
     Product
    4. Assessment
    Opening-presentation-closure
     Opening (Hook)
     Presentation (content + process + product)
     Closure
     A quick group activity reinforcing or demonstrating concepts
     Sharing of products created during class
     A large group or partner review of key ideas
     Carefully scripted questions posed by the teacher to elicit
    particular responses
     Opportunities for students to critically reflect on what they
    have learnt
     Quick check for understanding
     Students posing questions based on new curiosities
    Learning activities
     What activities or tasks will you ask students to
    complete? Think about which intelligences are best
    matched with the activities you choose. Use the
    Multiple Intelligences Planning Chart from Session
    Four to help you.
    Content Delivery (WHAT students will
    learn)
     What contents to be learnt:
     Same resources?
     Different resources (e.g. leveled)?*
     Same goal for all?
     Advanced goal for some?*
     Modified goal for some?*
     How will students access materials that support learning?
     Scaffolding and Supports
     Content Extensions
     Tiering level of Depth and Complexity based on pre-assessment data
     Differentiated Materials
     Curriculum Compacting
     Acceleration Options
    Process (How students will learn)
     Direction instruction / Modeling
     Single strategy that engages all?
     More than one learning preference (based on multiple intelligences)?*
     More than one modality(e.g. auditory, visual, kinesthetic)?*
     Application activities
     Same for all?
     Tier by learning preference (based on multiple intelligences)?*
     Tier by readiness? *
     Tier by challenge / complexity? *
     Strategies for engaged learning
     Questioning Strategies (use this space to list specific questions)
     Planning for Depth and Complexity
     Higher Order Thinking Skills (Bloom’s…Costa’s)
     Learning Centres
     Problem-based Learning
    Product (How students will
    DEMONSTRATE their learning)
     What methods do students have demonstrate their
    learning?
     Do students have an option for the form, format,
    material, or technique used to demonstrate learning?
     Independent application:
     Individual work
     With a partner
     In a small group (based on multiple intelligences)?*
     Tier by readiness? *
     Tier by challenge / complexity? *
     Student choice based on interest ? *
    Differentiated Instruction Lesson Ideas
    Strategy 1 Problem-based learning model

    Strategy Description

     The student and the teacher identify a problem or topic of interest to


    the student.
    Independent Projects  The student and the teacher plan a method of investigating the
    problem or topic. They decide what type of product will be
    produced.
     The finished project addresses the problem or topic and demonstrates
    the student’s ability to apply their knowledge to the problem or topic.

    Rationale:
    • Builds on student interest
    • Teaches planning and research skills
    • Encourages independence
    • Allows work with complex and abstract ideas
    • Allows for in depth work on topics of interest
    Lesson Ideas
     Pick a book at the student’s independent reading level and
    of interest to the student.
     Have the student read the book and demonstrate
    knowledge of the book with a project of their choice.
     Examples might include:
     A book report and illustration
     A cereal box with something different on each side – include
    summary, characters, plot, problem, resolution to the problem,
    and an illustration.
     A play acting out the book that could include props and costumes.
     This strategy could also be used for science or social studies.
    Students could choose to demonstrate knowledge that
    relates to what is being learned in class.
    Differentiated Instruction Lesson Ideas
    Strategy 2 Differentiation by content: Using varied texts
    Differentiation by process: station approach

    Strategy Description
     These are stations or collections of materials the learners use
    Learning Centers to explore topics or practice skills.
     The teacher can adjust the learning center tasks to individual
    student readiness, interest or learning styles.

    Rationale:
    • Allows for matching the task with the student’s skill level.
    • Encourages continuous development of the student’s skills
    • Allows students to work at an appropriate pace.
    • Allow teacher time to provide direct instruction to small groups.
    • Helps develop independence.

    Tomlinson, C.A. (2001)


    Lesson Ideas
     Teacher can set up various literacy stations around the room and
    the students can rotate independently.
     An example might include:
     Station 1 – Teacher with a guided reading group teaching at
    instructional level.
     Station 2 – Magnet letters or words to practice making words or
    sentences.
     Station 3 – Computers on literacy websites that allow for leveled
    reading.
     Station 4 – Silent reading at independent reading level.
     Station 5 – Writing letters or writing assignment depending on student
    level.

     This strategy could be used for science or social studies topics.


     various activities around the room
     Teacher could move station to station to monitor, instruct and clarify as students
    work in cooperative groups.
    Group task (cont’d)
     Based on the lesson objectives and hook as
    developed in previous sessions, continue the lesson
    planning by the following:
     Content

     Process

     Product

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