MSSE 370 - DIFFERENTIATION PLAN

Danielle Harris

DIFFERENTIATION AND MODIFICATIONS

Below is a list of the academic needs of all adolescents. However, we would like you to consider how this
lesson would specifically meet the adolescents' needs of the students with whom you have worked.

In the following section consider how you would differentiate your lesson for the needs of the students
with whom you have worked based on…

Readiness: There are many different ways in the lesson I adapt to student readiness. During the
beginning of each lesson, the introduction/hook assess the students’ readiness and knowledge in some
way. An example of this is the hook from lesson one which asks students to complete a concept map. In it
they write what they know and what they are unsure about. Another way I asses for readiness is through
all the self-evaluations. Each self-evaluation gives me feedback on how well the class absorbed the
lesson and where they are struggling.

Interest: In order to adapt to different levels of interest with the students, I’ve created a lot of variation in
each lesson and the overall unit. This will overall decrease boredom, while improving the chance that
each student will be interested in some part of the lesson. There is also a lot of short term group work,
which I hope will improve motivation with students, as there is theoretically more at stake. I have also
done my best to make each assessment either different or active, trying to stop learners from becoming
too static.

Learning Profile: The differentiation mentioned above also helps to create a good environment for
students of different learning profiles. Students who are more analytical will enjoy looking at evidences
from my unit (such as the photos, video, and other primary sources) and coming to conclusions. More
creative students will enjoy assignments like creating the graphic organizer from lesson three. Practical
learners on the other hand, will enjoy the many group oriented activities and the GRASP project in lesson
five. Moreover, lessons are organized in a way that helps visual, auditory, and kinesthetic learners
succeed.

Students who are learning the English Language (ELL): The unit itself is built to be flexible enough to
accommodate ELL learners. The information itself will not change, but more structure will be provided for
the students. For one thing, I would provide more graphic organizes and require/review more or their
notes. When the class isn’t understanding a topic I would be more aware and take more time to make
sure students understand a tropic. I would also take longer to answer questions/review information.

Students who are exceptional learners (receiving special education service, identified gifted/talented,
etc.): For g/t learners I would have higher expectations and require more from their work. For their
GRASPS for example, I would push them farther and check in more often to make sure they are keeping
up and continually doing more with their work. For other activities in class I would either provide less
structure or give them more challenging tasks.

Relevance (to self/world): My unit has strong connections to contemporary world history. Both the
Chinese Revolution, and to an even greater extent the Vietnam War impacted American and Global
history. China would not be structured as it is today, and U.S. war policy would be different as well. Other
than history students would be developing essential life skills, like crafting well supported arguments.
Many, if not all skills in history, can be translated to real life and many occupations.

Academic Engagement: Students with different levels of academic engagement will also be accounted
for. A good majority of the activities are formatted that students can put more effort into it based on their
engagement. With students who are less engaged, I would give them more individual responsibility and
increase the stakes of their work (for the whole class). This will make their work mean more and give
them more motivation to get it done.
Short Attention Span: Students with a short attention span will most likely enjoy the organization and
content of the activities in the lessons. No activity is more than 25 minutes long giving the lessons
frequent, but not overbearing transitions. Most activities require them to do something physical, like more
around, organize papers or draw. Written prompts are also frequent, but short. All of these tactics will help
improve the overall flow and interest of the lessons.

Movement: Students have opportunity to move in many of the lessons. Some hooks, like the ones in
lessons two and five, require them to move about the classroom. Other activities, like some discussions
require them to move and stand as well. I do concede, however, that there is a lot of room to improve in
this respect.

Peer Interaction: As mentioned earlier, the unit has many instances of peer interaction. Students spend
more time interacting with their peers in every lesson than they do listening and interacting with the
teacher. Examples of this is in every discussion, both long and short, and instances where they think-pair-
share. Throughout the unit students will be encouraged to share their thoughts and perspectives with their
peers

Development of Self-Efficacy (belief in students' capabilities): Students will have more faith in their
capabilities, because of the overall structure of the lessons. The lessons are organized in a way that
starts more teacher led and ends with almost total student control. By facilitating, but not dominating the
lessons students will have a better idea of their capabilities. They will also still perform well because of
the structure provided by the teacher.