Emphasize that the assignment will focus on comprehension rather than grammar

Emphasize that the assignment will focus on

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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. Students are debriefed by their peers during preparation and are still free to participate if they were absent in the previous class. If students want a challenge, they can be the spokesperson. Students who are absent on this class will still complete the Post-book Chapter assignment. As for Michael, this is another discussion-based class. He can work with preferred peers and is free to use a word processor and the PDF version of the book. As for Kayla, she should be able to work with her peers easily on this. Be sure to note at the beginning of class that students are standing or coming forward if they are acting as spokesperson. Instructional Decisions / Reasoning In 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 you Engage a range of learner preferences and abilities Plan for learner choice/ interest that results in variation of pace, process, product and/or environment Challenge students Incorporate 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) The desks will be grouped together in pairs or pods for this class. Students are free to take more time preparing if needed, or if everybody is ready, to move a little faster. If they don’t want to be spokesperson, they can still participate with their group. Field Courses Only – Post lesson Reflection Teaching Standards and Rationale
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  • Spring '20
  • Summative assessment

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