Differentiated Instruction
Name
Institution
Date
Part A &B
| Write a learning outcome | Type of learning outcome | Intellectual skill | ||
| Stages | Technique | Content | Resources | Time |
| Beginning | 1.Direct instruction | 1.Begin by breaking down a word into different parts that can produce sound to the children 2.Pronounce the sounds appropriately as the child repeats after you 3. Now use reciprocal teaching, where you create a turn for the child to act as the teacher, while pronouncing the words on the board while you repeat after him, acting as the teacher | Blackboard | 10 MINUTES |
| Middle | 1.FM listening system 2.Audiobooks | 1. The program is aimed at ensuring the child’s concentration in class during the lesson 2. The child should then be subjected to a program of listening to audiobooks to improve his reading ability
| · Wireless transmitter · A receiver with earphone · An audiobooks · The Teacher | 15minutes |
| End | 1.Word processor technique | The child can be taken through the use of the portable word processor to write his notes since he doesn’t produce much of written work. | A portable word processor | 10 minutes |
| Total time | 35 minutes | |||
Lesson Plan for Omar
| Course | Instructional skills | |||
| Learning Outcome | Write a learning outcome | Type of learning outcome | Intellectual skill | |
| Stage | Technique | Content | Resources | Time |
| Beginning | Spelling correction using software | 1.The use of abbreviation expanders which enhances the reuse of abbreviations for frequently used words and phrases 2.Use of word prediction programs to correct spelling mistakes | · Abbreviation expanders · Word prediction software
| 10 minutes |
| Middle
| 1.FM listening system 2.Audiobooks | 1. The program is aimed at ensuring the child’s concentration in class during the lesson 2. The child should then be subjected to a program of listening to audiobooks to improve his reading ability
| · Wireless transmitter · A receiver with earphone · An audiobook · The Teacher | 15 minutes |
| End | Universal design for learning (UDL) | 1. Use mathematical learning models to enhance the learner’s mastery of numeral numbers and symbols 2. Use talking calculators to help the child know the numbers, hence know the operations to help the student | · Mathematical models like charts | 10 minutes |
| Total time | 35 minutes | |||
Lesson Plan for Katie
| Course | Instructional skills | |||
|
Learning Outcome | Write a learning outcome | Type of learning outcome | Intellectual skill | |
| Stage | Technique | Content | Resources | Time |
| Beginning | Explicit instruction | Give the child a handout to read in preparation for the next lesson. | Priorly prepared handouts | 10 minutes |
| Middle | Personal FM listening system Word processor programs | 1. The learner uses an earphone devised receiver in listening to the teacher’s guidelines, in cases where the other class members are involved in noisy participative class works 2. The learner also uses portable word processors to come up with his correctly written class notes | · Personal FM radio stations · Earphones · Word processor software | 15 minutes |
| End | Listening to Audiobook | Make the child listen to audiobooks using earphones on the same topic that other fellows are discussing in Think -Ink-Pair-Share teams. | · MP3 downloads · CDs · Audiocassettes · Earphone | 10 minutes |
| Total time | 35 minutes | |||
Part C: Justification Report
Charlie and Omar can be introduced to a reading mechanism of listening to audiobooks. Moreover, remedial reading software, from the highly designed softwares, can be used to improve the children’s poor phonic skills such as reading and writing. Assistive Technology (AT) is equally essential for the duo. It will assist them in training through reading aloud the teacher’s online teaching guides, hence practicing on their reading skills. Direct instruction is another good method that can be used to help them improve their reading abilities effectively. This method will impart the skills in the two children in a more explicit and direct fashioned way. The repetition of words and practice methods associated with this method enhances the learners reading ability very fast (Shamir & Maor,2019). Moreover, since the two, especially Charlie, barely concentrates on class for more than 5 minutes, Variable speed tape recorders can be used to allow them to listen to pre-recorded texts or teachers’ spoken words in the lesson, which get played to them later after gaining concentration. These variable-speed tape recorders are highly beneficial to the children since they both slow down or speed up playback rates with no distortion of the teacher’s voice (Sandall et al.,2016).
Moreover, remedial reading software, from the highly designed softwares, can be used to improve Charlie and Omar’s poor phonic skills such as reading and writing. Assistive Technology (AT) is equally essential for both the two children. It will assist them in reading aloud the teacher’s online teaching guides, hence practice on their reading skills (Clark-Gareca, 2016). Direct instruction is another excellent method that can be used to help them improve their reading abilities effectively. This method will impart the skills in the children in a more explicit and direct fashioned way. The repetition and practice method associated with this method enhances the learners reading ability very fast.
Assistive technology will help Omar boost his writing skills to compose a class assignment by dictating it, after which it gets converted to a text by some special software. On the problem of Mathematics, Omar can utilize a hand-held talking calculator in keeping the score while he plays a game with any of his friends. Assistive technology will equally utilize visual and audio support to help Omar set up and do calculations of basic Maths problems (Courey et al.,2013). Word prediction programs can be used for Omar to boost his spelling ability. The software will help the child through predictions of words that the child intends to type since the predictions are based on spelling. Electronic dictionaries and talking spell checkers can also help the child in selecting appropriate words and correct the spelling mistakes (Clark-Gareca, 2016).
Omar and Katie can equally use a proofreading software program that can scan word processing documents and alert them of any errors, eventually improving their writing skills. Another device that can be used for the two children for their writing purposes is the portable word processor. This technique involves the use of a keyboard instead of hands to edit and correct written work with more efficiency. Moreover, to boost the children’s concentration in class, a personal FM listening system can be used for the child, which directly transmits the teacher’s voice to his ears hence maintaining his focus on the teachers statements device has a wireless transmitter which is worn by the teacher and a receiver which is worn by the child (Courey et al.,2013).
Explicit instruction, on the other hand, can be used to help all the children, especially Katie, in their studies. This involves the use of highly structured and sequenced steps in teaching a particular skill. The teacher implements this in 3 main steps, including making preparations for the lesson, interacting with a child within the course of the lesson, and consolidation of the lesson taught. The educators, while preparing their lessons in advance, do a reflection on their expected learning outcomes, the learning activities that need to be performed (Hughes et al.,2017). These include what to do in the execution of the various stages of learning, the necessary learning materials, the estimated time needed for accomplishing every step, and the mechanism for evaluating every anticipated learning outcome. Moreover, the learning objectives to be pursued must be specified by the teacher to his students who have learning difficulties. Explicit instruction used in the planning of educational activities should be implemented. The educator use modeling of the practice as a demonstration to students on what they are supposed to do, after which he guides them through group activity in what is known as guided practice. This equips the child with the necessary skills for completing the task, after which the children can independently practice the task, in what is known as autonomous practice. You then use diagrams, pictures, and graphics for augmenting what the children say in words (Hughes et al.,2017).
References
Shamir, A., & Maor, R. (2019). E-Books for Promoting Vocabulary Among Students With Intellectual Disability as Opposed to Children With Learning Disability: Can Repeated Reading Make a Difference?. Journal of Cognitive Education and Psychology, 17(2), 164-177.
Sandall, S. R., Schwartz, I. S., & Gauvreau, A. (2016). Using modifications and accommodations to enhance the learning of young children with disabilities: Little changes that yield significant impacts. In Handbook of early childhood special education (pp. 349-361). Springer, Cham.
Clark-Gareca, B. (2016). Classroom assessment and English Language Learners: Teachers’ accommodations implementation on routine math and science tests. Teaching and Teacher Education, 54, 139-148.
Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with universal design for learning (UDL). Teacher Education and Special Education, 36(1), 7-27.
Hughes, C. A., Morris, J. R., Therrien, W. J., & Benson, S. K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32(3), 140-148.