Case Study Differentiation

 

 

 

 

 

 

 

 

 

 

Above is the class roster used to differentiation the following case study lesson plans. 

 

 

 

 

 

 

 

Case One

 

This lesson is part of a math unit on geometry that focuses, in part, on these standards:

• CCSS.MATH.CONTENT.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

• CCSS.MATH.CONTENT.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape

 

• The teacher plans a lesson as part of the unit with the following objectives:

  • SW built at least two composite shapes consisting of at least three common two-dimensional shapes each

  • SW label the defining attributes of the two-dimensional shapes that comprise the composite shap

 

• Prior to the lesson, the students will have had multiple lessons through which they learned the number of sides, corners, and other features of common shapes.  In this lesson, the students are provided with art materials (construction paper, glue, scissors, etc.) with which they will cut out and built the composite shapes.

 

Differentiation: Content/Readiness

 

For this lesson, I have chosen to differentiate the content of this lesson based on student readiness. I will break students up based on the mathematical ability level.

 

• Low group: Kathy, Rachel, Cynthia, Marco

  • This group will be working in a small group with the teacher. Each student will have an iPad. The teacher will review the attributes of shapes with the students and ask them to create composite shapes with two, and eventually, three common 2D shapes. The teacher will make sure students have a solid understanding of how to create composite shapes. As student create these shapes they will discuss and point out the defining attributes of the shapes they are using.

 

• Middle group: Juan, Marcus, Michael, Carrie, Kelly, Lisa, Quintavia, Eric

  • This group will be working in pairs with iPod. Each student will get an iPod to work with. Students will be using the iPod application “Tangram Puzzles” to create their composite shapes. Students will create composite shapes of at least three 2D shapes with the app. Students will then draw the composite share and write down the attributes of the individual shapes used to build the composite shape. Students will share their created shapes with their partners and discuss the attributes of the shapes used.

 

• High group 1: Andrew, Karen, Bria

  • This group of students will be working on the three classroom computers. These students will be working on the website called abcya with the tangram puzzles. Students will be given a worksheet with the shapes they will be making. The worksheet will have a spot for students to write down the attributes of the 2D shapes they use to build the composite shapes.

 

• High group 2: John, Antonio, William

  • This group will be working in pairs with iPod. Each student will get an iPod to work with. Students will be using the iPod application “Tangram Puzzles” to create their composite shapes. Students will create composite shapes of at least three 2D shapes with the app. Students will then draw the composite share and write down the attributes of the individual shapes used to build the composite shape. Students will share their created shapes with their partners and discuss the attributes of the shapes used. This group will be challenged to use four or more common 2D shapes. 

 

 

 

 

 

 

 

 

Case Two

 

This lesson is part of a language arts unit designed to approach the following standards:

• CCSS.ELA-LITERACY.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

• CCSS.ELA-LITERACY.W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

• CCSS.ELA-LITERACY.W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

• CCSS.ELA-LITERACY.W.3.3.C Use temporal words and phrases to signal event order.

• CCSS.ELA-LITERACY.W.3.3.D Provide a sense of closure.

 

• The teacher plans a lesson as part of the unit with the following objectives:

  • SW publish an original narrative.

  • SW create at least three images to support the published narrative.

 

• Prior to the lesson, the students planned, drafted, and revised a multi-pages narrative focusing on descriptive details, narrative sequence (especially temporal words and phrases), and crafting a natural conclusion.  The written pieces are now ready for final publishing, and the teacher designs a lesson wherein the students are supporting their writing by drawing pictures that represent the problem that drives the story, the solution to that problem, and at least one other major event.

 

 

Differentiation: Process/Learning Style

 

For this lesson, I have chosen to differentiate the process of this assignment based on student learning style. Students will be given the option to choose how they want to plan out their original narratives. I will provide different options based on the three different learning styles.

 

• For auditory learners: Students will have the option of doing brainstorming podcasts or using software like WavePad where they talk out their ideas, edit those ideas, add on to those idea, etc. Students will have the opportunity to go back and listen to their recording to make revisions. Students can use this auditory method to plan their story and help them publish their original narrative. Students can also talk about what kind of pictures they want to draw to accompany their text. Students will have use of the computer lab or the iPads.

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• For visual learners: Students will be given the option to use the computers or iPads to utilize websites or applications to create plans for their writing. Using websites like ReadWriteThink, bubbl.us, and Visuword and the tools they provide can help students organize their ideas. The interactive timeline on ReadWriteThink.com is an example of an organizing and summarizing tool students can use. These tools will ultimately help students produce a narrative they can publish. Additionally, students can use drawing software to create the illustrations to go with their stories.

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• For kinesthetic learners: These learners need to be involved in their learning and do well learning through scenarios. For these students, I will give them the option of using online note taking through websites such as mynoteIT.com. This can help students remember the things they need to include in the narrative as well as provide them an interactive place to plan out their stories. Additionally, students can use drawing software to create the illustrations to go with their stories.

 

 

 

 

 

 

 

Case Three

 

This lesson is part of a science unit designed to approach the following standards:

• SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

• SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.

• SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.

• CCSS.MATH.PRACTICE.MP4 Model with mathematics.

• CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

 

• The teacher plans a lesson as part of the unit with the following objectives:

  • SW create a graph of collected data.

  • SW draw and defend conclusions from data.

 

• Prior to the lesson, the students developed a question they wanted to research, as well as developed and gave a survey.  For this lesson, the students will be graphing the data they collected.  The teacher provides graph paper, pencils, and rulers to complete the work.  The teacher will assess the graphs for an appropriate interval, labels, a table, a key/legend, and the student’s overall ability to visual represent data.

 

Differentiation: Product/Interest

 

For this lesson, I have chosen to differentiate the product of the lesson based on what students are interested in. Below, I have provided examples of things students can do based on their interests but student would have the option to come up with their own product ideas as well.

 

• Math Interest: Students who are interested in math could use online graphing software or websites (such as nces.ed.gov.ncekids/greateagraph/default.aspx) to plot their data points on a graph. Students could then present their data on the SmartBoard and discuss the conclusion they drew from their work.

 

• Reading Interest: For students who are interested in reading, they could create their graphs either with the supplies provided or using an online program. They could then write a narrative, using the computers of iPads, about their data and the conclusions that they drew. Students could record their stories with the technological resources in the classroom and play their stories to the class. Students could also do additional reading and research online about experiments like theirs. They could share this information with the class using technological resources as well.

 

• Writing Interest: Students who are interested in writing could graph their data points using the provided materials or online graphing programs and then write a short story or poem that tells about the conclusions they drew from the data. Students can use the iPad or computers to write. Their peers could then read these stories or the students who wrote them could project them on the SmartBoard and read them aloud.

 

• Science Interest: Students who have an interest in science will be able to graph their data using the supplies given or an online program. They could do some additional research on the science behind their experiment using the computers or the iPad. Students could chose how they want to share the information they find using technology, whether it be an a PowerPoint or a voice recording.

 

• Music Interest: Students who are interested in music could graph their data with the supplies given or an online graphing program and then record a song in which they draw and defend conclusions from the data. Students would have access to voice recorders on the iPads or the computers. Students could then share their graphs and their song recordings with the class.

 

• Dance Interest: Students who are interested in dance and kinesthetic activities could create an interactive presentation. Students could create the graph using the supplies given and then have someone record them doing a dance/using body movements to represent the points on the graph as they describe the conclusions they drew from their experiment. Students could then share these recordings with their peers.