Planning for Communicative or Cognitive Teaching Approaches
Module 5 and 6: Planning for Differentiation 4 |
Your Name: | CSU-Global Course: |
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SUPPORT YOUR CHOICES THROUGHOUT EVERY PHASE OF THE LESSON WITH RESEARCH THAT SUPPORTS ITS EFFECTIVENESS
Common Core or State Standard(s): |
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Description of Lesson as currently taught: |
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Pre-Assessment |
Pre-Assessment
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Learning Target (Objectives, Student Set Goals, and/or Essential Questions): |
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Learning Task (Remember to consider relevance and career/workforce readiness skills around what is being taught AND Approach (Communicative or Cognitive) Ideas): |
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Learning Task
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.
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.
Approach (Communicative or Cognitive) – Example: Communicative
Method (Practical or Applied Instructional Method Based on Approach) – Example: Sheltered Instructional Method
Strategy (Consistent with the Chosen Method) – Example: Hands-On Activities
Technique (Specific Actions Based on Strategy) – Example: Think-Pair-Share Technique
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Summative Assessment (Collect student data): |
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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). |
YOU WILL COMPLETE THE FOLLOWING SECTIONS IN MODULE 6, AFTER THE LESSON IS TAUGHT
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 the CSU-Global Library) to support your choices and ideas. |
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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). |