Brooke

** Differentiation in Instruction:

1. What is differentiation? Differentiation is where students are given the opportunity to learn in the way that best fits them when the teacher provides them different ways to arrive at the knowledge of a skill.

2. Why do we do it? We differentiate instruction because it is the only way to ensure that all the students in our classrooms have their needs met. Whether they are gifted or SPED, it is important for us to know that every person in this world is different, including our students, and that everyone learns in different ways and at different paces. Looking at learning styles, multi-intelligences, and other differences in learning, gives us the avenue to inspire creativity and motivate students to learn. Looking at data is key. This way, we drive our instruction based on student needs instead of what we are told to teach. The textbook is just the guide, but our students are what we use to change our instruction on a daily basis.

__Gifted__: Gifted students need a flexible environment that is student and group based. They need to have teachers that encourage creativity and higher level problem solving using open ended questions.

__SPED__: According to the article, the implementation of the program UDL (Universal Design for Learning) by CAST will not only benefit students that have learning disabilities, but all students. The three main components of UDL are recognition, strategy, and affect. Overall, UDL incorporates different kinds of multi-media to meet all student needs. Using technology, students can not only read new material, but see it in pictures and hear it auditorily. Simulations were also mentioned when teaching Science and the Scientific Method. Providing multiple resources, learning choices, assessment choices, and grouping choices; all students in the classroom, including SPED, can benefit.

__Autism__: Students with autism can feel better by knowing that they are allowed to fidget or doodle. Giving the student more control is key.

3. How do we do it? We differentiate instruction by knowing the needs of our students. We need to find out their learning modalities as well as their interests. We need to have flexible lessons that encourage higher level thinking. Getting students to collaborate is key.

4. What are the routines? Having anchor activities is important. These activities can benefit gifted students, SPED, autistic students, ELL students, and so forth. Giving them opportunities to stretch their thinking is vital. Having engaged students work in partners or groups keeps them actively involved in the classroom. Overall, using 21st century skills is what makes a classroom and its students a success. **

** This is my Wordle link for the Math Curriculum for 2nd grade: []**

** Objective: Students will be able to demonstrate knowledge in counting by ones from the hundreds and the thousands.

Affective Hook: Teacher will show how counting is very important in connecting dot puzzles. []

1. Students will do mental math and reflexes as a whole class. They will count by 2's, 5's, and 10's as well as count back by 2's, 5's, and 10's. They will also do some stop and start counting, encouraging them to look at the number line for support.

2. Students will do math message. With a partner, they will talk about what math means to them and look for examples for math around the classroom. Teacher would then ask for a few examples. (think, pair, share)

3. Students will discuss the importance of number lines and how and why they are used. Examples will include radio dials, measuring cups, thermometers, and rulers. The number of school days will be discussed and the students will mark off one on the 100 days chart.

4. Teacher will review with students that number sequences do not use the word //and.// Teacher will also review the 1,000's and have students write their answers on their slates.

5. The teacher will display the ghost counting game in order to practice number sequence. []

6. Students will do a picture walk with a partner to look at what their math journals look like. Students will then have opportunity to discuss what things they found in the journal that were familiar to them. What are some new things that they saw? What is something they saw that they are excited to learn?

7. Students will work in partners to complete math journal page 1. (If students need support, they can use the counting machine in order to support them) []

8. For enrichment, students that finish the activity early can take a blank number line sheet and write in roman numerals using the roman numeral link page: []

9. Students will learn how to play the game Number-Line Squeeze. They will play in partners until the end of class. . Closing: At the end of the lesson, teacher will review with students the importance of knowing number sequence. Teacher will also start a discussion asking students why number sequence might be important. Examples might include grocery shopping, using a remote control, to add and subtract, and to tell time. Teacher will then hand out the Unit 1: Family Letter to bring home for homework. **

From Angie- The lesson was very engaging. I enjoye, the bunny theme is a great and should be kept through whole lesson. St,udents could hop when the hear the even numbers and maybe create a number line and "hop" over the odd and circle the even to go down the rabbit whole. Thank you for the lesson and websites.