This makes the community event tie in even more to the classroom I want a

This makes the community event tie in even more to

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This makes the community event tie in even more to the classroom.I want a transitional mini-unit so that students know what they’re leading into, rather than just doing “whatever the teacher tells them.”Meeting students’ needs (differentiation, extensions, modifications, accommodations)Describe how, in general, you met the needs of students who were missing prior knowledge needed for success in this lesson, who are ready for a challenge (not just more work or teaching others), or who are absent.Describe the adaptation/ scaffolding/ enriching/ extended learning needs of a specific student based on their profile. Describe aspects of your lesson that accommodated the needs of this student.As described in my unit plan, the students have aInstructional Decisions / ReasoningIn bulleted form, discuss your reasoning for including specific activities or strategies.Identify any misconceptions and how you are providing scaffolds and differentiated instruction.Describe how your lesson shows implementation of Universal Design for Learning. How did youEngage a range of learner preferences andabilitiesPlan for learner choice/ interest that results
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wide variety of choices for their GRASPS project, so they are more than welcome to appeal to their own multiple intelligences.Absent students will present whenever they comeback. In addition, students who have been absentwill have known about this project well in advance.Students who have discussed it with me in advance can use self-made sheets or index cardsto support their presentations, provided it isn’t a word-for-word transcription of their project.If a student creates a audio or visual piece, they don’t have to stand up and present like they would for a slideshow and instead let it play. This should also be helpful for both Michael and Kayla.By adding a self-assessment, I can see any misconceptions the student might see in advanceor understand what they want to get across better.in variation of pace, process, product and/or environmentChallenge studentsIncorporate Multiple Means of Representation (Strategies to Deliver Content)Incorporate Multiple Means of Engagement(Strategies to Facilitate the Process of Learning)Incorporate Multiple Means of Expression (Strategies to Assess Student Learning)Consider the social and physical environment (i.e. room arrangement, positive/humanistic behavior supports, use of space, facilitation of peer interaction) Room arrangement is almost always in a U-shape or circle, so that everyone has a front row seat. I’ll also be sitting at a student desk instead of at the back of the room judgmentally.Everything else is shown in the left.Field Courses Only – Post lesson ReflectionTeaching Standards and Rationale
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