Examine appropriate strategies to differentiate instruction.
1. Examine appropriate strategies to differentiate instruction. [ACEI 3.1, 3.2; InTASC 6(g), 7(b), 8(l), 9(h)]
2. Plan effective instruction that addresses diverse learning strengths and needs. [ACEI 3.1, 3.2; InTASC 2(a), 2(k), 2(o), 7(k), 7(i), 7(k), 7(n), 8(p)]
3. Build personal knowledge, skills, and effectiveness by reflecting on professional experiences. [ACEI 5.0, 5.1; InTASC 9(c), 9(f), 9(g), 9(h), 9(l)]
Allocate at least 4 hours in the field to support this field experience.
As you learned in Topic 2, formative assessments are an integral part of teaching and learning Teachers must continuously assess student learning at the beginning of lessons, during lessons, and at the end of lessons in order to guide, modify, and adjust instruction.
Part 1: Mini-Lesson Plan Implementation
Following your observations and collaboration with your mentor teacher in your previous field experiences, select a standard that is applicable to the unit your mentor class is currently learning. Complete the “Mini-Lesson Plan Template,” which includes a descriiption of a learning activity, instructional strategy, pre- and formative assessment questions, and a formative assessment following instruction.
If possible, administer your mini-lesson or another lesson, provided by your mentor teacher, to your mentor class as whole group instruction or to a small group of students chosen by your mentor teacher.
Use any remaining field experience time to speak with your mentor teacher and, provided permission, seek out opportunities to observe and/or assist your mentor teacher and/or work with a small group of students on instruction in the classroom.
Part 2: Reflection
In 250-500 words, summarize and reflect on creating and implementing formative assessments. Analyze the data gained through the formative assessments. How did you collect and organize the data? Discuss how you would use the data to inform future instruction on the same topic. Why is continuous formative assessment important for student learning? How does your learning activity and assessments align to your learning objective?
Explain how you will implement your findings in your future professional practice.
Support your findings with a minimum of two scholarly resources.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
• Mini-Lesson Plan: Learning Activity and Instructional Strategy
• Mini-Lesson Plan: Assessment
• Clinical Field Experience Reflection
• Clinical Field Experience Reflection Future Professional Practice Application
• Mechanic of Writing
• Refer to the “Class Profile” to inform this topic’s assignment.
• Read “Differentiation of Instruction in the Elementary Grades,” by Tomlinson, located on the ERIC Digests website.
• Differentiating Instruction for ELL’s Read “Differentiating Instruction for ELL’s,” by Vawter and Costner, from the AMLE Magazine (2013).
• Methods for Effective Teaching: Meeting the Needs of All Students Read Chapter 2.
• Enhancing Learning Through Differentiated Technology Read “Enhancing Learning Through Differentiated Technology,” by Stern, located on the Edutopia website (2015).
• Supports, Modifications, and Accommodations for Students Read “Supports, Modifications, and Accommodations for Students,” located on the Center for Parent Information and Resources website (2016).
• Mini-Lesson Plan Template Review the “Mini-Lesson Plan Template” to prepare for this week’s field experience.