KBT2 task1 PDF

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Differentiated Instruction KBT2 Task One Chantel Romero WGU

Introduction Looking at the student profile sheet, you will notice two students that need special accommodations. Those students are Vicente and Grace. Vicente is a level 2, Spanish speaking student. This means Vicente has a difficult time understanding and speaking conversational academic English. Grace qualifies for a learning disability. She is in 8th grade but is functioning below grade level in language arts. Vicente After looking over the lesson plan, I noticed that the teacher will need to make more specific accommodations to her classroom lesson in order to meet the needs of Vicente. I noticed that the lesson plan says “Teacher needs to be aware of the challenges in figurative language for English Language Learner (ELL) students and students with learning challenges.” This is one aspect of the English lesson plan that does not meet Vicente Flores’ learning needs according to the language proficiency level indicated in his English Language Learner Student Education Plan. She is not explaining what she is doing to address the needs of her ELL students like Vicente. Another aspect that is not addressed is small group instruction. Vicente’s plan states that he learns best when small group instruction is implemented and she only does whole group instruction and partner activities. Grace After looking over the lesson plan, I noticed that the teacher will need to make more specific accommodations to her classroom lesson in order to meet the needs of Grace. Another aspect I noticed that the teacher does not address, is how she is assisting students that are below grade level. This is a huge problem considering Grace has an individualized education plan

because she has a learning disability and is below grade level in reading. Another aspect I noticed not being addressed in the lesson plan was providing opportunities for Grace to demonstrate her knowledge orally. Her IEP says that she loves conversating with her teachers and peers and performs best when she is communicating orally. This lesson plan only provides written assignments, activities and assessments. Grace would benefit from small group instruction just like Vicente. Instructional Strategy Modifications & learning needs One modification I would make that would benefit both Vicente and Grace is adding small group instruction time with the teacher. As mentioned before, Vicente’s plan says to implement small group instruction, and Grace’s notes say that she enjoys communicating with her teacher and peers. So, adding small group instruction will meet the learning needs of both of these students. This will give Vicente and Grace the opportunity to ask questions in a safe environment where they feel confident and comfortable. Having a student in the group that is above grade level will also help Vicente & Grace get the same content as everyone else while getting assistance from the teacher and a classmate. Another modification I would is adding strategic reading partners during the graffiti activity. The teacher explains that students will have an elbow buddy, but she does not explain whether or not they are strategic/assigned partners like Vicente’s plan suggests. Assigning a reading partners would help Vicente, Gracie and all the other students that are below grade level in reading. Doing this modification would create a positive learning environment where students can learn from their peers through supportive tutoring and modeling that is not only done by the teacher. Students tend to learn information better when they are given opportunities to learn from each other. This would meet the needs of Vicente and Grace because we know they are both

below grade level in language arts and Vicente’s plan states that assigned reading buddy or partners would help him gain better language acquisition with peer assistant and interaction. Since Grace is also below grade level, she would benefit from this as well. Training strategic partners to help their peers by modeling their thinking and supporting their pears language. Another accommodation I would make that would meet the learning needs of Grace, would be to adjust her assessment. Knowing that Grace struggles with written language, and her learning plan allows assessment modifications, I would give her the opportunity to do an oral assessment. This would allow the teacher to get a better understanding of whether or not Grace is understanding the lesson and if she met the learning goal or not. Overall, the teacher made a great lesson plan and had very clear directions. There were a few modifications I would have made to better assist Vicente and Grace in order for them to be successful and better meet the learning goals.

References Cooper, J. M. (Ed.). (2014). Classroom teaching skills (10th ed.). Belmont, CA: Cengage. ISBN-13: 978-1-133-94293-1. Price, K. M., & Nelson, K. L. (2011). Planning effective instruction: Diversity responsive methods and management (4th ed.). Belmont, CA: Wadsworth. ISBN-13: 978-0-495-80949-7....