Teaching strategies to differentiate instruction for students with different learning profiles

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Teaching strategies to differentiate instruction for students with different learning profiles by Mind Map: Teaching strategies to differentiate instruction for students with different  learning profiles

1. for 8th Grade Social Studies

2. Standard the objective is designed to meet: "Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives."

3. Objective: Identify two distinctly different perspectives favoring the abolition of slavery prior to the Civil War, the differences, and the reasons for them

3.1. Student #1, Yasmeen, is most attentive when activities involve a visual emphasis, such as watching a performance or a video, following written instructions, or utilizing graphic aids such as images, charts, and maps. She is less tuned in when listening to instruction or being asked to contribute to academic conversation. She is interested in fashion, music, and playing sports. She has difficulty focusing and staying on task.

3.1.1. Strategy: The activity plan is to organize groups to research, assemble, and present the material in various modes, such as dialogues between historical characters, visual boards, and slideshows, the teacher will seek to provide Yasmeen with suitable options to contribute, such as research and preparation of visual materials for her group.

3.1.2. Strategy: At each step, the teacher will seek to represent what is being taught through visual means on the board – written instructions and images. During the presentations, the class will experiment with “graphic recording” – drawing a visual representation of the key points on the board. The teacher will show how it’s done with videos such as https://www.youtube.com/watch?v=KiIgcoc7Wqg and encourage Yasmeen to give it a try.

3.2. Student #2, Warren, is not big on analytical or abstract thinking; he is a “doer” who likes hands-on creative activities and group activities. He is known to excel in art class, especially in projects that have crossed over into elements of design and engineering. He also likes video games. He is behind grade level in reading and writing.

3.2.1. Strategy: As a warm-up before the group exercise, we’ll use cubing. Warren’s cube will be matched to his readiness, with fewer analytical exercises and more activities like drawing and discussing with a peer. Also, the activity of throwing the cube makes the overall activity more game-like and engaging.

3.2.2. Strategy: Warren will benefit from the strategies described for Yasmeen. Both may substitute watching the PBS film “The Abolitionists” (http://www.pbs.org/video/2323777396/) instead of readings. Warren will be assigned to create a digital map showing where and when each of the major figures in the film carried out their activities, using http://www.animaps.com.