Implementation and Reflection of Module 3 Planning Assignment

Module 3 and 4: Planning for Differentiation 5

Your Name:

CSU-G Course:

Subject / Course:

Topic:

Lesson Title:

Level:

Lesson Duration:

Common Core or State Standard(s):

The Core standards denote the baseline of reading, writing, speaking, and listening in English. According to Wynne (2010), adolescents or college level students should have a good grip of English language to comfortably perform systematic analysis and comfortably convey ideas in English. In this regard, by the end of the lessons this plan aims at ensuring speech fluency in English. In details students should be able to write and argue out their claims through examination of substantive texts. Second students should be in a position to examine and convey ideas clearly and precisely by logically selecting, analyzing and organizing content. Students should convey imagined experiences using appropriate techniques and well-structured sequences. Also students should demonstrate command of English language.

Description of Lesson as currently taught:

Currently the lesson is characterized by use of visuals, verbal cues, and movements to make students comfortably orient themselves with English. Students are allowed freedom of expressing their native language and English is not a must-speak. As Alonso (2011) notes, this tenet enables student to feel comfortable and avoid the culture shock induced by a change in the language spoken. Student response indicating understandability is noted through non-verbal cues such as nodding and eye contact. This is due to the fact that at introductory levels most student fear active involvement through asking questions or giving suggestions. To further boost comprehension, the classroom is filled with graphical representation of charts to enable students parallel their native language with English.

Pre-Assessment

Pre-Assessment

Pre-assessment is designed to categorize students to fall in the preproduction or advanced fluency phases. In this respect, the assessment will include both literacy as well as oral tests. Some students show proficiency in reading and writing but are poor in listening and speaking . The latter tasks are more engaging and takes more time to develop compared to the former duo. The students will have a test in listening and speaking, where a narrative will be presented to them and they are asked to recall the story. Reading comprehension and answering a quiz to test understandability. Writing an essay based on a creative story and formal report.

Learning Target

After going through the whole program, the following goals are expected to be attained:

• The student should be able to introduce precise claims and create logical sequence.

• Use vocabulary clearly to link complex sentences create cohesion and clarify reason.

• Form complete sentences that communicate full ideas

• Use techniques such as metaphors and simile to enhance communication

• Be able to listen and speak fluently with right pronunciation and logical coherence.

• Read and write concisely

Learning Task

Number of Days:

Learning Task

Introductory classes will be aimed at orienting the student to English language while embracing a diverse cultural background. Only basic vocabulary will be taught at this level like food, road, and hospital to avoid discouraging the student.

Next task will involve marrying native languages with English. Here cognates will be introduced to boost memory. Additionally, the students will be advised to use the native language to remember concepts and try saying them in English. A list of words will be issued to students to that effect. The learning objectives at this stage is simply understanding nouns. Accordingly, sentence construction will then be taught after introducing students to other parts of speech like verbs and conjunctions. This systemic approach enhances understanding by avoiding to overwhelm the student (Alonso, 2011).

Next students will be rigorously exposed to activities that enhance speaking. Lastly students will review what they have learned by undergoing assessment tests.

Student Differences

You have learned that differentiation consists of planning lessons in response to student differences in one or more of the following areas: Readiness, Interest, and/or Learning Profile/Style. Choose which area you will use to differentiate your lesson.

• Readiness: The level of a student’s skills or understanding of a topic, do some need scaffolding and others challenged?

• Interest: Finding ways for students to pursue individual areas of interest about the topic; will choices be given?

• Learning Profile/Style: What is the intellectual preference of the student? Individual vs. group work; multiple- intelligences, etc.

My lessons will be focused on interest. This is in line with Wynne’s (2010) recommendation which states, learning second language is a function of interest. Therefore interests stimulate motivation and ensure students uphold the enthusiasm to learn English. In this regard, the lessons will be structured to ensure benefits of learning English are well defined as well as ensure native languages are not overlooked.

Varying Tasks

You have learned that in order to differentiate instruction the educator can vary the task in one or more of the following areas: Content, Process, and/or Product. Choose which area you will differentiate. Then describe in detail exactly how you will differentiate your lesson based on the area you selected.

• Content: What students are to learn

• Process: How students are to learn. Includes instructional strategies, adjustable assignments, and curriculum approaches.

• Product: How students show what they have learned. Includes performance tasks and assessment tools.

This lesson plan identifies the learning process as the most prime factor in achieving its objectives. The methodology used will be systemic starting with basic understanding of words to sentence construction. Emphasizing on the process allows each student the autonomy of researching and covering great round on their own while allowing them to embrace their native culture (Wynne, 2010).

Feedback Strategy

Prompting Answer strategies will be incorporated in the lessons. I will encourage students to speak up to assess their language grasp in later classes. However, in introductory classes, responses will be collected through non-verbal cues like nodding. Prompting Answer Strategies will be actuated through three techniques. Elicitation where I will encourage students to give the correct answer by pausing between words. Clarification requests where I correct student form. Meta – linguistic cues where I will ask students about correctness of a sentence or word without providing an answer (Alonso, 2011).

Summative Assessment (Collect student data):

An end of course exams will be conducted which will cover literacy and oral proficiency testing. This will be done in various categories. For instance STAMP (Standard Based Measurement of Proficiency) will be used to measure intermediate understanding. SOPA- Student Oral Proficiency Tests will be done to examine listening and speaking skills, while Written Proficiency Tests will review writing comprehension.

SOURCES: Add a References Page for the research/sources you used to determine your strategies above (begin on a new page and follow the APA guidelines in the CSU-Global Guide to Writing and APA Style).

Self-Reflection for Continuous Improvement:

Explain what went well in the implementation of your lesson. What changes would you make to improve based on student achievement data and/or evidence? A visual display of the student achievement data must be included (i.e., table, graph, chart, etc.). What are the next steps for the students in your class, a group of students, and/or an individual student to ensure EVERY student is proficient? What are the next steps for you in becoming better at differentiating your instructional approaches for all learners in your classes? Use research (Module readings from the course text and 1-2 articles from outside sources) to support your choices and ideas.

Evidence of Implementation:

Attach student work, photos of the lesson in progress demonstrating student motivation/engagement and/or any other evidence as proof of implementation. Remember to maintain student confidentiality (e.g., names removed, etc.) and follow school policies around student photos, etc.

SOURCES: Add any additional sources or research you used in this second part of the template to the Reference list you began earlier. (Remember to follow the CSU-Global Guide to Writing and APA Style).