Heidi

Differentiation: Scaffolding instruction to meet the instructional needs of each student. Allowing the students who need to be challanged to practice higher thinking skills, the students that need more modeling and reteaching to master the concept before moving on and allowing the students to work at a non frustration level.

Responce to Differentiated Instruction article: About -all students within a [|classroom] can [|learn] effectively, regardless of differences in [|ability]. -the process of “ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning”. - Showing mastery of a concept in different ways, not just pencil and paper -The key is finding how your students learn and displays their learning that meets their specific needs. -differentiated instruction is viewed as a proactive approach to instruction - Differentiation is not teaching at a slow pace so that everyone can keep up, allowing pupils and groups work through tasks at their own pace, or expecting some students to do better than others and calling it 'differentiation by outcome'[ -differentiation is not 'Humiliating the slow learners by drawing attention to their limitations"

Process

-The grouping practices must be flexible, as groups will change with regard to the need that will be addressed. Regardless of whether the differentiation of instruction is based upon student readiness, interests, or needs, the dynamic flow of grouping and regrouping is one of the foundations of differentiated instruction. It is important for a differentiated classroom to allow some students to work alone, if this is their best modality for a particular task. (Nunley, 2004)

-offers student a choice of assignments but requires demonstration of learning in order to pass of the assignment.

Lesson Plan Notes: Objective: The students will learn how to add two digit numbers using partial sums and the traditional method with out regrouping. Prior knowledge needed: Understaning of Ones and Tens place and ability to use strategies to add digits 0-9

Opening: Put 34 + 15 on white board. Review previous ways to solve the problem. (Using hundreds's chart, Touch Math skills)

New Skills:

Partial Sums: 30 +10=40 4+5=9 Sum =49

Use tens blocks to show the concept of ones and tens Traditional: Line up ones place and tens place add digits using Touch Math. Use tens blocks to show concept.

Guided practice


 * **BASIC INFORMATION** ||
 * **Subject(s):** || Mathematics ||
 * **Grade/Level:** || Replacement Core ||
 * **Summary:** || The students will learn how to add two and three digit numbers using partial sums and the traditional method with out regrouping. ||
 * **Date:** || To Be Determined ||
 * **Period/Time:** || TBD ||
 * **PLANNING** ||
 * **Lesson Goal:** || Add two and three digit numbers with out regrouping using different strategies ||
 * **Learning Context:** ||  ||
 * **Objective:** ||  ||
 * **Evaluation and Assessment Plan:** ||  ||
 * **Who are your learners?:** || Special Education students preforming below grade level in math. ||
 * **Grouping:** || small group of 4 students ||
 * **Instructional Materials and Resources:** || Base Ten blocks, Lap top computers ||
 * **INSTRUCTIONAL STRATEGIES: Teaching the Lesson** ||
 * **Focus:**
 * **Objective:** ||  ||
 * **Evaluation and Assessment Plan:** ||  ||
 * **Who are your learners?:** || Special Education students preforming below grade level in math. ||
 * **Grouping:** || small group of 4 students ||
 * **Instructional Materials and Resources:** || Base Ten blocks, Lap top computers ||
 * **INSTRUCTIONAL STRATEGIES: Teaching the Lesson** ||
 * **Focus:**
 * **Who are your learners?:** || Special Education students preforming below grade level in math. ||
 * **Grouping:** || small group of 4 students ||
 * **Instructional Materials and Resources:** || Base Ten blocks, Lap top computers ||
 * **INSTRUCTIONAL STRATEGIES: Teaching the Lesson** ||
 * **Focus:**
 * **Instructional Materials and Resources:** || Base Ten blocks, Lap top computers ||
 * **INSTRUCTIONAL STRATEGIES: Teaching the Lesson** ||
 * **Focus:**
 * **INSTRUCTIONAL STRATEGIES: Teaching the Lesson** ||
 * **Focus:**
 * **INSTRUCTIONAL STRATEGIES: Teaching the Lesson** ||
 * **Focus:**

**Hook** || Addittion of two and three digit numbers

Problem on the board ||
 * **Instructional Strategies:** ||  ||
 * **Closure and Summary:** ||  ||
 * **Differentiated Instruction:** ||  ||
 * **Closure and Summary:** ||  ||
 * **Differentiated Instruction:** ||  ||
 * **Differentiated Instruction:** ||  ||