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  • Running Head: Diverse Learners Accommodations 1

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    The document summarizes accommodations a teacher will implement in a 10th grade chemistry class with diverse learners, including ELL, gifted, and students with disabilities. The teacher will model lab procedures, use homogeneous grouping, and scaffolding. The concept-based teaching approach will be used to emphasize key concepts. Thinking maps and graphic organizers will help students through labs. Differentiation includes adapting lessons based on student understanding through discussions, labs, think-pair-share activities, and incorporating previous concepts.

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    The document summarizes accommodations a teacher will implement in a 10th grade chemistry class with diverse learners, including ELL, gifted, and students with disabilities. The teacher will model lab procedures, use homogeneous grouping, and scaffolding. The concept-based teaching approach will be used to emphasize key concepts. Thinking maps and graphic organizers will help students through labs. Differentiation includes adapting lessons based on student understanding through discussions, labs, think-pair-share activities, and incorporating previous concepts.

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    © All Rights Reserved
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    50 views4 pages

    Running Head: Diverse Learners Accommodations 1

    Uploaded by

    api-287211281
    The document summarizes accommodations a teacher will implement in a 10th grade chemistry class with diverse learners, including ELL, gifted, and students with disabilities. The teacher will model lab procedures, use homogeneous grouping, and scaffolding. The concept-based teaching approach will be used to emphasize key concepts. Thinking maps and graphic organizers will help students through labs. Differentiation includes adapting lessons based on student understanding through discussions, labs, think-pair-share activities, and incorporating previous concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    of 4

    RunningHead:DiverseLearnersAccommodations

    AccommodatingDiverseLearners

    KelsieHonda
    IntroductiontoExceptionalChildren
    EDUC660
    MarySmith

    RunningHead:DiverseLearnersAccommodations

    Standard(NextGenSciStds,2013):
    HSPS12:Constructandreviseanexplanationfortheoutcomeofasimplechemicalreaction
    basedontheoutermostelectronstatesofatoms,trendsintheperiodictable,andknowledgeof
    chemicalproperties.
    Description
    Iamgoingtoteacha10thgradeGeneralChemistryclass,inwhichmyclasswillcontainseveral
    ELLstudents,veryfewstudentswithdisabilities,andahandfulofgiftedlearners.
    Accommodations
    Bytheendofthelesson,studentsaregoingtobeabletorecognizeachemicalreaction
    andbeabletopredicttheproductsinagivenreaction.Studentsaregoingtobeperformingalab
    aswellasdrawingposterstohelppredicttheproducts.Tobegin,theclasswillreadoverthe
    directionsforthelab.Asthestudentsarereadingoverthelabandgoingovertheprocedures,I
    amgoingtobemodelinghowtodothelab.Noteveryonewillcomprehendandbeableto
    visualizewhatisbeingaskedsomodelingthelabwillhelpthoseparticularstudents.Aftergoing
    overthelab,Iwillsendstudentstotheirlabstationstobeginthelab.Theyaregoingtobe
    workingingroupsof3,inwhichIwillpairthemhomogenously.ThisisbecauseifIpair
    studentsupheterogeneously,onepersonwillendupdoingallthework.
    Toteachthislesson,Iamgoingtousetheconceptbasedteachingapproachtodeliverthe
    lesson.Thismethodwillallowmetohelpmystudentsbetterunderstandtheconceptby
    emphasizingitskeyconceptsandprinciples(Tomlinson,p.74).Thismethodalsomakesmy
    teachingmorerelevantandpowerfulinthestudentseyes(Tomlinson,p.75).Whileperforming
    thelab,studentswillusetheirnotetakingorganizers(thinkingmapsandgraphicorganizers)to

    RunningHead:DiverseLearnersAccommodations

    helpguidethemthroughthevariouslabactivities.Thehigherlevelstudentswillbeabletowalk
    themselvesthroughthelabviatheproceduresandlabworksheets,wherethelowerlevelstudents
    willneedmorescaffolding.
    Inadditiontothescaffolding,boththelowerlevelandhigherlevelstudentsareableto
    visuallyseewhatishappeningduringthereaction.Studentswillbeactivelyengagedwhenthe
    activitysparksinterestandgeneratequestions.AccordingtoTomlinson(2001),interestbased
    instructioncannotonlydrawonandexpandalreadyexistingstudentinterests,butcanhelpthem
    discovernewinterestsaswell.
    Moreover,differentiatinginstructionmeansthatonehastoobserveandunderstandthe
    differencesandsimilaritiesamongstudents.Thisrequiresadaptationstovariouslessons,when
    oneissimplynoteffective.Forexample,ifstudentsareshowingunderstandingandresponding
    quicklyandcorrectlythroughclassdiscussionandlabquestions,Iwillnotjustmovefaster,but
    trytoincorporatepreviousconceptsthatwasalreadytaught.Ifstudentsarehavingadifficult
    time,Icoulddoathinkpairshareactivityfirst,andthenslowlyincorporatetheconceptof
    chemicalreactions.Thisway,studentsdontseemliketheyarewastingtimebythecontent
    beingtooeasyortoodifficult.Thisalsocontributestoactiveengagementbytheleaner.

    RunningHead:DiverseLearnersAccommodations

    References
    Tomlinson,C.A.(2001).Howtodifferentiateinstructioninmixedabilityclassrooms(2nded.).
    Alexandria,Va.:AssociationforSupervisionandCurriculumDevelopment.

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