26 Dec Effective Differentiation for Student Needs

In planning instructional strategies and assessments, there is a diverse population of students to be considered. Differentiating instruction means providing students different ways to gain knowledge, practice learning, and demonstrate mastery based on their individual needs to increase their likelihood of success.

Using the “Effective Differentiation for Student Needs” template, your grade level state standard, and learning objective from the Topic 4 assignment, complete the following:

Lesson Summary: In a minimum of 50 words, briefly summarize how you will present lesson content, engage students in learning, and assess mastery. This addresses the Multiple Means of Representation, Engagement, and Expression from your Topic 4 assignment.
Multiple Means of Representation Differentiation: Using the student information provided in the Students with Differing Needs section, describe how you would differentiate the materials for each of the four students to support their comprehension of the lesson content (50-75 words per student).
Multiple Means of Engagement Differentiation: Describe how you would differentiate the learning activity for each of the four students to address their needs and build on their strengths (50-75 words per student).
Multiple Means of Expression Differentiation: Describe how you would differentiate assessments for each of the four students described (50-75 words per student).
Home Extension Activity Differentiation: Describe how you would differentiate a home extension activity for each of the four students described (50-75 words per student).
Support your template with a minimum of three scholarly resources.

Grade Level: Second Grade

State Standard: Tennessee – Operations and Algebraic Thinking, Grade 2, Standard 2.OA.A.1:
Add and subtract within 100 to solve one- and two-step contextual problems with unknowns in all positions, using objects, drawings, and equations with a symbol for the unknown number. (Tennessee Department of Education, 2019)

Learning Objective: Students will create word problem solving addition and subtraction of one step and two steps by drawing a model and writing an equation with a mark representing the unknown. On an exit ticket, students will answers at least 4 word problems out of 5 correctly. The goal, activities, and assessment are closely aligned to promote active and meaningful learning (Hailkari et al., 2022).