Evidence:
In one of my SSE critical task lesson plans, I differentiated instruction based on an assessment of student learning needs and individual learning differences. To assess student learning and understanding, students are given a variety of different ways they are allowed to show what they learned. The lesson consists of the students creating a tool that they believe a Native American tribe in Florida would have used based on the research they conducted on that tribe. The students are allowed to present this tool by creating a PowerPoint, writing an essay, creating a video advertisement, creating a pamphlet, or poster, or even acting out a scenario where they would use the tool.
Not only does this lesson provide a variety of forms of assessment but it also allows multiple opportunities for students to be able to use interactive websites, independent and group research, videos, and hands-on building. This lesson helps visual learners, auditory learners, hands-on learners, students who prefer to work alone, and students who prefer to work together. By incorporating so many different elements within the lesson, this lesson appeals to a diverse number of students and allows each and every student to be able to thrive in their own creative way.
Not only does this lesson provide a variety of forms of assessment but it also allows multiple opportunities for students to be able to use interactive websites, independent and group research, videos, and hands-on building. This lesson helps visual learners, auditory learners, hands-on learners, students who prefer to work alone, and students who prefer to work together. By incorporating so many different elements within the lesson, this lesson appeals to a diverse number of students and allows each and every student to be able to thrive in their own creative way.
Each week this semester, I have held a small group for the gifted students where we read a passage and use the RACE method to practice answering text evidence questions. These lessons used 3rd grade text to challenge these students in their reading and writing instruction. Since the RACE method is new to these students I created an anchor chart to assist the students through the steps and I scaffolded the students based on their needs by giving examples. By holding a small group and challenging these students with new concepts that are at and slightly above level, I am adapting to the needs of the gifted students to keep them engaged and excited to learn new things.