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Abdulaziz Alfayez - Differentiated Lesson Plan
Abdulaziz Alfayez - Differentiated Lesson Plan
Plan
Title
Set
Goals
Content
Area(s):
CI 212: Applications of current
Content Standard(s): Based on Ohio Technology Integration Filter: Strategies that Integrate Technology Tools/ Applications, Digital
Learning Objectives:
Use technology purposefully to support learning and productivity, achieve goals, create, communicate, and
collaborate; locate, evaluate, manage, analyze, synthesize and use information to build understanding and knowledge;
and become a knowledgeable, critical, ethical, and responsible participant in the technological world and engage in the
design process used to create this world.
Technology integration uses an original strategy to effectively target identified concepts and skills that align with
Ohios New Learning Standards and strategically use included technology to make most of its capabilities to support
learning.
Digital resources and technology tools/applications are well designed, function correctly, and are very easy to use.
Digital resources contain high quality interactive materials, and navigation is straightforward and intuitive and links
work.
Big
Ideas
or
Key
Concepts
Dispositions or Attitudes
Analyze
Status
ETPT
6/8150
Designing
Instruction
for
Diverse
Learners
(Summer
2013)
University
of
Toledo,
Dr.
Judy
Lambert
Analyze
learners
(List
at
least
3
different
kinds
of
learners)
18 Sophomore learners
3 students with strong memory ability
5 students with strong spatial intelligence
2 students with strong linguistic intelligence
5 students with strong interpersonal intelligence
Pre-Assessment
(How
will
you
determine
what
learners
know
before
lesson?)
Short survey on Web 2.0 tools to identify the students prior knowledge for a set of tools that will be taught.
- Content:
Teacher will use mind mapping to display the units content at the beginning of the lesson for students, who have
What
will
you
strong memory ability. Also, he will provide images and video tutorials for spatial intelligence students as well as
differentiate?
text and some articles for linguistic intelligence students.
(Content,
Process,
or
- Processes:
Product)
Teacher will provide some options for writing application papers and some resources for collecting information.
- Product:
Teacher will ask students to choose a topic and use Web 2.0 tool to demonstrate their understanding of the topic.
- Readiness:
Teacher will use two methods to measure the students readiness: (1) filling out an online short survey on Web 2.0
tools, and (2) filling out Know Want Learn (KWL) chart (http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf).
How
will
you
- Interest:
differentiate?
At beginning of the academic year, teacher will ask students to fill out an online survey to identify their interest as
(Readiness,
Interest,
well as writing a paper (one page) to know what they are interested in.
Learning
Profile)
- Learning profile:
At beginning of the academic year, teacher will ask students to take Multiple Intelligences (MI) test:
(http://www.literacynet.org/mi/assessment/findyourstrengths.html).
Apply
Status
ETPT
6/8150
Designing
Instruction
for
Diverse
Learners
(Summer
2013)
University
of
Toledo,
Dr.
Judy
Lambert
Identify
UDL
Methods
and
Materials
Representation
(Content)
(Give
learners
options
for
acquiring
information)
Teacher will provide the content,
which is the use of Web 2.0 tools
and its applications in education,
through multiple means including
using pre-made mind mapping,
YouTube video tutorials, and
related website (articles).
Engagement
(Process)
(Tap
into
learner
interest,
need
for
challenge,
and
motivation)
Teacher will give the students the
opportunity to choose how they will
demonstrate their undersigning of the
units content. For example, students, who
have strong memory ability, can use
Mindmeister application to show what
they have learned. For another example,
students, who have strong linguistic
intelligence, can use Google Docs
application to write a paper cooperatively
to demonstrate their understanding.
Websites
Used
in
this
Lesson/Unit
Instruction Handouts:
-http://www.lfpl.org/jobshop/docs/google-docs.pdf
-http://static.googleusercontent.com/media/www.google.com/en//support/enterprise/static/gapps/learningcenter/Google-SlidesPresentation-basics.pdf
- http://eisenhowerms.pbworks.com/f/googleSites.pdf
Other:
- What is Web 2.0? (http://www.web2teachingtools.com)
- Teaching with Web 2.0 Technologies: Benefits, Barriers and Best Practices
(http://www.aect.org/pdf/proceedings09/2009/09_1.pdf)
- Integrating Selected Web 2.0 Tools Into the High School Curriculum to Enhance Student Engagement and Promote
Learning Among the Millennial Generation
(https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/12258/Welikala2012.pdf?sequence=1)
- Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0
(http://ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55)