Education 3602 Exceptional Learners -- Assignment #4 Linking Differentiated Instruction to Lesson and Unit Planning

Name: Kelsey Boulton Grade Level to be taught: 4

Part 1: Unit Plan and Lesson Plan Description

1. Subject area of the unit: Mathematics 2. Title of the unit: Fractions 3. Description of lesson content Lesson Outcomes: Students will demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and symbolic representations to: Name and record fractions for the parts of a whole or a set Compare and order fractions The lesson will begin with direct instruction with the aid of the SMART Board. As a class we will go over a few questions and examples on fractions to get the students familiar with the content. These questions will also help me determine which students may need some extra assistance and which students are excelling. After working through a few examples, we will move into the main activities where students will be able to choose which activities they would like to complete and the process in which they complete the activities. The activities the students choose to complete will be done over 2-3 lessons.

Part 2: Pre-Assessment: (could be conducted at the beginning of the unit or associated with
this lesson only)

1. Multiple Intelligence Pre-assessment (Learning Style)

An interactive multiple intelligences questionnaire found at the following link: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm The primary purpose of this pre-assessment tool is to gather information about a students learning style(s). I would use this pre-assessment at the beginning of the unit (school year) to determine the different learning styles of the students in my class. Knowing my students learning styles will allow me to tailor my lessons so that they are relevant and meaningful to my students. In order to maximize learning for students, it is important to take into account their individual learning style(s). Students are more motivated and successful when they are given the opportunity to use their strengths. Through the website where I got this questionnaire, teachers are able to create an intelligence wheel based on the combined results of the students within the class. Through the intelligence wheel, teachers will be able to determine which intelligences are the strongest in the class. Using this in my class will allow me to take the information and determine the best ways to teach my class so that students are engaged and interested. Reference: Birmingham Grid for Learning. (2002-2012). Multiple Intelligences. Retrieved February 28, 2012, from http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/index.htm

2. Readiness Pre-assessment: Fractions Questionnaire

Based on the Fraction Diagnostic created by Laurie Bader found at the following link: http://lauriebader.com/DifferentiatedInstruction/PDFs/Diagnostic.pdf The purpose of this pre-assessment tool is to establish students previous knowledge of fractions. Before beginning the fractions unit, students will complete the readiness questionnaire. Through this questionnaire I will be able to gather information about a students readiness to learn the outcomes/skills of the unit as well as determine what previous knowledge the student has. The information gathered will help me create readiness groups and to determine which students may require individualized help and which students may require more challenging activities. It should provide me with information about which areas of the unit I may need to spend more time teaching and any areas that may require less instruction. (Questionnaire attached)

Part 3: Opportunity for Differentiation: Examples

Pre-assessment: Learning Style DI Strategy: Tic-Tac-Toe Choice Board this strategy is directly linked to the multiple intelligences preassessment as it takes into consideration students learning style(s). Students who are aware of their learning preference(s) are able to choose activities tailored to that preference. By encouraging independent learning and giving students choice in which activities to complete they will be more motivated and successful in their learning.

Learning Activities: The students are given 9 different choices as to how they would like to complete the
assignment. All students will be working with the same fractions, but the way they represent the information will depend on which activity they choose. Students will be required to complete three of the tasks from the choice board (three in a row), but will only choose one to work on during this lesson. The center square is left open for the student to select an activity of their own. If a student completes the first choice, he/she may move onto their second activity choice or choose to do one of the sponge activities. Students can work at their own pace through the activities. Students will be given time during each lesson to work on the activities.

DI Content, Process, Product, and/or Environment: This strategy differentiates by content, process,
product and environment. This choice board differentiates by product as is gives students a choice of how to express the required learning. Although all students must use the same information (fractions), how students represent the information will be different depending on which task(s) the student chooses to complete. Content is being differentiated in this strategy since the 9 activity tasks in the fraction tic-tac-toe choice board vary in difficulty and are tailored to students readiness. Since students are able to move through the activities at their own pace and are able to choose whether they work independently or with a partner, this strategy differentiates by environment. This strategy differentiates by process since the way in which students complete the activity will depend on which activities they choose to complete. Students can choose to complete activities that are tailored to their interests and learning preferences.

Fractions Tic-Tac-Toe Choice Board You must use the following fractions in your assignments:

Make flash cards of the fractions. Put a picture clue on the back of each card. Order from least to greatest.

Create (draw and color) candy bars that show fractions. Order from least to greatest.

(Kinesthetic)

(Visual)

Create a rap song with a friend about the fractions. Compare and order the fractions.

(Auditory)

Write a story about how you use fractions in real life.

(Auditory)

Student Choice Activity (with teacher approval)

Create a chart of the fractions. Include 3 columns with the symbol, what it means and an example. Order the fractions from greatest to least.

(Visual)

Show (draw and color) how pizzas could be divided into the fractions.

Work with a friend to create a poem about fractions.

(Visual)

(Auditory)

Create a matching game with the fractions and picture cards to match. Play with a friend.

(Kinesthetic)

Part 4: Anchor Activity (Sponge) Example #1: Fraction Feud 1. A copy of the anchor activity can be found at the following link: http://www.learn-with-math-games.com/support-files/fraction-feud.pdf 2. This is a group (2 or more students) activity that is directly linked to the lesson as well as the unit content as it requires students to compare fractions. Through this fun card game, students will get more practice developing the skill of comparing fractions. It also gives students a chance to work with a friend, encouraging collaborative learning. This is an appropriate activity for students in this grade level and I think it is both meaningful and relevant to the lesson/unit. This activity can be

done whenever students have some extra time. Fraction feud is related to students interests as well as learning style (kinesthetic). Example #2: A Fraction Pizza 1. A copy of the anchor activity can be found at the following two links: http://lauriebader.com/DifferentiatedInstruction/PDFs/FractionPizza1.pdf http://lauriebader.com/DifferentiatedInstruction/PDFs/FractionPizza2.pdf 2. This is an activity that the students can do individually. This is a fun activity which requires students to apply their knowledge of fractions to construct a pizza by following specific instructions. This activity is both meaningful and relevant to the lesson as well as the unit. This activity is appropriate for the grade level being taught. All students in the class should be at a high enough level to complete this activity. The activity does require students to read and be able to follow specific directions. Students who have difficulty do these things may need a little extra assistance. This activity is related to students learning style (auditory and visual) and interests. Part 5: Relationship to Knowledge, Skills and Aptitudes (KSAs)

Addressing Professional Knowledge, Skills and Attributes (KSAs) Professional Semester Two
Knowledge, Skills and Attributes for Alberta Teachers
12345678910 11 12 13 14 Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables. Teachers understand the legislated, moral and ethical framework within which they work. Teachers use the programs of study to inform and direct planning instruction and assessment. Teachers demonstrate knowledge of the content they teach. Teachers identify and respond to learner differences. Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities. Teachers create and maintain environments that are conducive to student learning and understand student needs for physical, social, cultural and psychological security. Teachers establish relationships with students that respect human dignity Teachers use a broad range of instructional strategies. Teachers apply a variety of technologies to meet students learning needs. Teachers gather and use information about students learning needs and progress and assess the range of learning objectives. Teachers engage parents, purposefully and meaningfully, in all aspects of teaching and learning. Teachers identify and use relevant learning resources. Teachers contribute, independently and collegially, to the quality of their school.

The following chart denotes the alignment of the Alberta KSAs with instruction in the PSII modules
Educational Psychology of Exceptional Learners

Education 3602

15 16 -

Teachers engage in assessing the quality of their teaching. Teachers are able to communicate a personal vision of their own teaching.

1. (5) Teachers identify and respond to learner differences This specific KSA was directly related to the planning of this lesson as it clearly takes into account learner differences. The choice board specifically responds to learner differences by giving students the opportunity to choose which activities they would like to complete. The activity tasks within the choice board take into account learner differences since the activities are tailored to students interests and learning style(s). The anchor activities also take into account learner differences as they are both related to students learning style(s) and interests. 2. (13) Teachers identify and use relevant learning resources The learning activities I chose to use for this lesson are both meaningful and relevant to the unit content. Students participate in activities that give them the opportunity to develop the skills necessary to meet the learning outcomes of the lesson/unit. The pre-assessment tools, choice board and anchor activities are all directly related to the unit content and are relevant and meaningful to the students I will be teaching.