Most of my lesson plans are based on facts, and factual understanding of religions, so for the most part Lee would be fine. Aside from the quiz, which is fact based and multiple choice, the assessments in my lessons are group work which means that as long as Lee contributes, she will not have to come up with all original ideas by herself. For the final assessment paper, Lee and I could work out a graphic organizer that could help get her started on her paper.
Model Lesson Plan Type of Differentiation
Direct Instruction Compacting-Compacting is the process of eliminating
teaching or student practice due to previous mastery
of learning objectives. I would incorporate this into my
direct instruction lesson on ancient religions by establishing
what students already know in ancient Greek and Roman religions.
Concept Development or Attainment Interest Centers/Groups- Groups are set up so that learning
experiences are directed toward a specific learner interest. I
would use interest centers/groups in my concept attainment lesson
on Islam by allowing students in their groups to pick a pillar of Islam
that they were most interested in to study.
Inquiry Choice Board-Choice boards are organizers that contain a variety
of activities. Students can choose one or several activities to complete
as they learn a skill or develop a product. I would use choice boards in
my inquiry lesson on Christianity by allowing students to answer a question
about Christianity that they did not previously know through activities.
Cooperative Learning Flexible Grouping-Students work as part of many different groups depending on the task and/or content. Sometimes students are placed in groups based on readiness, other times based on interest and/or learning profile. I would use flexible grouping on my cooperative learning lesson on Judaism by allowing students to work in groups that would pair students with a more advanced or complex understanding of Judaism with those who did not have the same level of understanding
Model Lesson Plan Type of Differentiation
Direct Instruction Compacting-Compacting is the process of eliminating
teaching or student practice due to previous mastery
of learning objectives. I would incorporate this into my
direct instruction lesson on ancient religions by establishing
what students already know in ancient Greek and Roman religions.
Concept Development or Attainment Interest Centers/Groups- Groups are set up so that learning
experiences are directed toward a specific learner interest. I
would use interest centers/groups in my concept attainment lesson
on Islam by allowing students in their groups to pick a pillar of Islam
that they were most interested in to study.
Inquiry Choice Board-Choice boards are organizers that contain a variety
of activities. Students can choose one or several activities to complete
as they learn a skill or develop a product. I would use choice boards in
my inquiry lesson on Christianity by allowing students to answer a question
about Christianity that they did not previously know through activities.
Cooperative Learning Flexible Grouping-Students work as part of many different groups depending on the task and/or content. Sometimes students are placed in groups based on readiness, other times based on interest and/or learning profile. I would use flexible grouping on my cooperative learning lesson on Judaism by allowing students to work in groups that would pair students with a more advanced or complex understanding of Judaism with those who did not have the same level of understanding