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

is being taught AND Approach (Communicative or Cognitive) Ideas):

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.
Based on this weeks reading and lecture, it is important to acknowledge
prior knowledge that CLD students or any student has.
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. Again, differentiation will
depend on the individual students ability.
 Approach (Communicative or Cognitive) Example: Communicative
Cognitive

Method (Practical or Applied Instructional Method Based on

Approach) Example: Sheltered Instructional Method
CALLA

Strategy (Consistent with the Chosen Method) Example: Hands-On

Activities
Explicit Instruction specifically Elaboration of background knowledge,
Questioning for clarification, or Cooperative learning. Strategy choice will
depend on student.

Technique (Specific Actions Based on Strategy) Example: Think-Pair-

Share Technique
Technique for Elaboration of background knowledge:
Teacher questioning to activate prior knowledge
Ask student to explain their problem-solving skills in L1 and
encourage student to explain in L2.

Technique for Questioning for clarification:

Making it known to the student that it is safe to ask questions, I
want them to ask questions.

Technique for Cooperative Learning:

Allowing partner work on reviews. Pair proficient English
language learner with not yet proficient English language
learner (if applicable).
Use of concrete materials when needed.