Action Plan for Differentiation
EDU 100: Issue of education
- Describe the environment in which you will work. Much of this will impact the type of strategies that you will use. For example, the strategies that you might use while working in an Early Childhood environment would be vastly different from those you use if you are working with adult learners.
- Create a plan to address student needs utilizing at least two strategies discussed in Chapter 13. How will you incorporate different learning activities to meet the needs of your student? Be sure that the strategies are appropriate for your chosen field of study. For example, if you are studying English Language Learning, your teaching strategies would be influenced by the cultural and language barriers of the learner. You may want to review lesson plans of other teachers and educational professionals to look for practical ideas.
- As you would be creative in your classroom or future work environment, be creative in developing your action plan. You may use Word, PowerPoint, or any of the sites below to present your plan.
Ethan is a 3 year-old boy that attend ICS(Head Start). He has low fade, with brown eyes, very short and weight bout 80lbs. Ethan is from a family where both parents work outside their homes. The parents of Ethan are low classman's.
The picture above showing that my classroom will be creative and eye catching for my student. The tables are separated into three groups small, medium, and large group. The large table where Ethan learners his numbers and alphabets. Small table where he learn his shapes. Medium table where he learn his colors. I got an play area far to the right side where he dance, sings and play with his toys. Example:
When Ethan enter the classroom every morning, he be filled with energy and ready to learn. He greet me every morning saying " Good Morning Ms. Henderson", with a smile so big on his face. My reply unto is Ethan " Good Morning dear today going to be an great day Ethan". After Ethan greets, he walks to the coat hanger in hangs his jacket on the hook. Place his back on the hook next to his jacket. Then Ethan goes to the cubbyhole where he keep his color box and walk to his assign seat. Ethan sits at his sit with his other classmates waiting on Ms. Henderson to give his assign table permission to release him from the table to use the restrooms and wash hands before eating breakfast. When Ethan done washing hands Ms. Henderson gives Ethan his breakfast. Before eating Ethan say a prayer before eating. Ethan finish eating wash hands afterwards now ready to start his daily assignment. On Mondays and Tuesday Ethan Sits at The Small and Large Table. From 8am to 9:15am his learning his shapes. From 10am to 11:15am he learning numbers and letters. Ethan enjoy the learning technique's I present to him. Like today For breakfast he had white Milk, a Fruit which is an apple and orange. Grits and bread. Everyday I ask Ethan what did you eat today? What shape and color was your food and how many servings did you have for the numbers. I looked on different websites to give my strategy to help to make a profile for learning.
An effective teacher or family child care provider chooses a strategy to fit a particular situation. It’s important to consider what the children already know and can do and the learning goals for the specific situation. By remaining flexible and observant, we can determine which strategy may be most effective. Often, if one strategy doesn’t work, another will. Acknowledge what children do or say. Let children know that we have noticed by giving positive attention, sometimes through comments, sometimes through just sitting nearby and observing. (“Thanks for your help, Kavi.” “You found another way to show 5.”)
Encourage persistence and effort rather than just praising and evaluating what the child has done. (“You’re thinking of lots of words to describe the dog in the story. Let’s keep going!”)
Give specific feedback rather than general comments. (“The beanbag didn’t get all the way to the hoop, James, so you might try throwing it harder.”)
Model attitudes, ways of approaching problems, and behavior toward others, showing children rather than just telling them (“Hmm, that didn’t work and I need to think about why.” “I’m sorry, Ben, I missed part of what you said. Please tell me again.”)
Demonstrate the correct way to do something. This usually involves a procedure that needs to be done in a certain way (such as using a wire whisk or writing the letter P).
Create or add challenge so that a task goes a bit beyond what the children can already do. For example, you lay out a collection of chips, count them together and then ask a small group of children to tell you how many are left after they see you removing some of the chips. The children count the remaining chips to help come up with the answer. To add a challenge, you could hide the chips after you remove some, and the children will have to use a strategy other than counting the remaining chips to come up with the answer. To reduce challenge, you could simplify the task by guiding the children to touch each chip once as they count the remaining chips.
Ask questions that provoke children’s thinking. (“If you couldn’t talk to your partner, how else could you let him know what to do?”)
Give assistance (such as a cue or hint) to help children work on the edge of their current competence (“Can you think of a word that rhymes with your name, Matt? How about bat . . . Matt/bat? What else rhymes with Matt and bat?”)
Provide information, directly giving children facts, verbal labels, and other information. (“This one that looks like a big mouse with a short tail is called a vole.”)
Give directions for children’s action or behavior. (“Touch each block only once as you count them.” “You want to move that icon over here? Okay, click on it and hold down, then drag it to wherever you want.”)