Learning Task (Remember to consider relevance and career/workforce readiness skills around what

is being taught AND Second Language Acquisition Stage Instructional Modification Ideas) NOTE: if
do not have any CLD students in your classroom, identify strategies that would meet the needs of
other diverse learners who are performing above or below the majority of the students in the class:
Number of Days:4
Learning Task
This will vary depending on the students I work with this week. Learning task will either be a pre-
teach, review of assignment, quiz, unit review or unit test. Extra practice could also be another
possibility because students get up to a max of 10 practice problems through their online
curriculum.
Usually I have the student identify what they already know, what they believe is giving them
trouble, for our text learners we use additional online math sites, and most often we re-watch the
lecture. Most times than not, the lecture has the information and the student was not able to
interpret the language or did not pay attention (students own words) to the video.

Student Differences
You have learned that differentiation consists of planning lessons in response to student
differences in one or more of the following areas: Readiness, Interest, and/or Learning
Profile/Style. Choose which area you will use to differentiate your lesson.

Readiness: The level of a students skills or understanding of a topic, do some need scaffolding and
others challenged?
Interest: Finding ways for students to pursue individual areas of interest about the topic; will choices
be given?
Learning Profile/Style: What is the intellectual preference of the student? Individual vs. group
work; multiple- intelligences, etc.
I plan to differentiate my lesson based on readiness. I have found that most times students who are
seeking assistance are in need of scaffolding and review of underlying skills needed for the lesson
they are working on.
Varying Tasks
You have learned that in order to differentiate instruction the educator can vary the task in
one or more of the following areas: Content, Process, and/or Product. Choose which area
you will differentiate. Then describe in detail exactly how you will differentiate your lesson
based on the area you selected.
Content: What students are to learn
Process: How students are to learn. Includes instructional strategies, adjustable assignments, and
curriculum approaches.
Product: How students show what they have learned. Includes performance tasks and assessment
tools.
The area I choose to differentiate is Process. The differentiation will depend on what stage of SLA
the individual student is on. Depending on where the student lies within the stages of SLA I will:
use a lot more visuals by looking up examples online with the student & manipulatives
model how to search for math help using online math resources and encourage them to
change the language settings to their native language if they please
use verbal cues
give extra handouts with diagrams when needed
 review vocabulary
allow peer work with a partner who is more English proficient bilingual
ask the student to name figures/objects in their native language if working on geometry
and I in turn share with the student name of the same figure/object in Navajo
retake assignments and/or quizzes
make quiz corrections
complete the quiz on paper as opposed to the online format
verbally answer quiz problems

Most ideas came from Herrera & Murry, Mastering ESL and Bilingual Methods, 2010, pg. 76-80.