Action Plan for Differentiation

By Bridget Smith

Auditory Learners

Learner Profile

Tommy is a 10th grade high school student that is an auditory learner that loves using songs and rhymes to help him with assignment. He pick up on different concepts without any difficulties and perfers working in a group and is a self-motivated student. Tommy has a slight bit of a speeech impairment where he stutters sometimes he has a speech therpist that comes to his school once a week to help him with his speech problem. He is very sociable with his peers and teachers. He is a very smart and bright student that does well when it comes to problem solving and critical thinking. He perfers working within group that way different ideas can be formed and believes that two heads are better than one. Tommy often finishes class work before his peers and can be a distraction for others who are trying to get their work done because he wants to socialize, but the teachers has to find something for him to do until his classmates finish their classwork. Tommy comes from a lower class economic status and his cultural background consits of being African American where his roots consits of music and eating certain foods. He is a very creative person that loves to rap,sing and dance which is deeply rooted in his families culture.

Environment: Flexible

I will be using two different types of classroom environments the first one is called the flexible classroom where students will be a part of the learning process Flexible classrooms are learning spaces designed to encourage student interaction, to engage them with active learning techniques and thereby create the opportunity for retention and transfer of knowledge and deeper learning. (UT, n.d.)

The basic idea of flexible classrooms is to remove students from a passive learning environment and instead create a space that encourages and facilitates their involvement in each and every class. (UT, n.d.)

Flexible Classrooms: Providing the Learning Environment That Kids Need

Environment: Constructive learning

"Student autonomy and initiative are accepted and encouraged. By respecting students’ ideas and encouraging independent thinking, teachers help students attain their own intellectual identity. Students who frame questions and issues and then go about analyzing and answering them take responsibility for their own learning and become problem solvers." (SEDL, 1995)
Constructivist Learning Theory

Teaching Strategies

Culturally relevant teaching strategies refers to the ways generic strategies are modified or implemented to address the fact that students’ orientations to learning may be influenced by their cultural backgrounds. The ways in which students interact with one another and with the teacher also may be influenced by their cultural background (Hall, Quinn & Gollnick, 2014)
Strategies for Teaching Culturally Diverse Students
Response to Intervention: A Tiered Approach to Instructing All Students

References

Atlasinitiative (2008, September 25) [Video File] Retrieved from https://www.youtube.com/watch?v=nkK1bT8ls0M


Hall, G.E., Quinn, L.F., & Gollnick, D.M. (2014). Introduction to teaching: Making a difference in student learning. Los Angeles: Sage Publishing.


MTL2917, (2015, August 12) Audiotory Learners [video file] retrieved from https://www.youtube.com/watch?v=6ztTlichTTk


SEDL (1995). Constructing Knowledge in the Classroom. Retrieved from http://www.sedl.org/pubs/classroom-compass/cc_v1n3.pdf


The University of Tennessee Knoxville. (2011). Constructive learning Classroom. Retrieved from http://tenntlc.utk.edu/studio-classrooms/


Thee Valentine (2014, April) [Video File] Retrieved from https://www.youtube.com/watch?v=tPutaPc9gB8