Professional Documents
Culture Documents
DIFFERENTIATI
ON &
CURRICULUM
DESIGN
Adan Rodriguez
USM
BASELINE DATA
The base line data I will are students reading scores along with speed
reading test to establish baseline reading levels. Vocabulary test will also
be used to gauge overall reading comprehension.
GOALS
Professional Goal: To be able to exercise and refine differentiated learning for
diverse students. I want to work closely with the students to ensure they are
getting support as needed.
Student Goals The goals for the students is not only to raise reading levels,
but also to comprehend the information they are reading. Using the small
group reading sessions will also allow for close interaction with their peers.
Ultimately leading to increased discussion.
ARTIFACTS
- Using direct observations will allow me to give direct feed back to reading
groups
-Pre and Post test will allow for baseline data to be established.
- Journal tracking by students, the students will practice writing summaries
TIME FRAME
Week 1. This week will be giving for the instructor to group the students together based
on interest, reading abilities, and by personnel they would like to work with. At this time a
pretest will be giving as well to establish a baseline on the students reading level.
Week 2. The small groups will be established and will be focusing on reading material that
interest them. This will not necessarily be books from the classroom. It could be material
that the students bring in from home as well. Students will be utilizing all group reading
sessions versus individual reading session.
Week 3. By week three students should be receiving from 20-30 minutes of reading within
their group. During reading session students will each read in 5-7 minute segments. The
segments are kept short to ensure students remain on target.
Week 4. Students will continue to work in the group sessions during this week. They will
take a reading exam to conduct and azimuth check on the students current reading state.
REFERENCES
References
Algozzine, R., Campbell, P., & Wang, A. (2009).63 Tactics for Teaching Diverse Learners, Grades 6-12. Thousand Oaks, Calif: Corwin.
B. (n.d.). What Is Differentiated Instruction? | Scholastic.com. Retrieved September 17, 2016, from http://www.scholastic.com/teachers/article/what-
differentiated-instruction
King-Sears, M. E. (2008). Facts and Fallacies: Differentiation and the General Education Curriculum for Students with Special Educational Needs. Support
Ozturk, M. A., & Debelak, C. (2008). Academic Competitions.Gifted Child Today,31(3), 47-53.
Schumer, F. (2003, November 9). A Paddle for the Mainstream.New York Times. pp. 34-36.
Sparks, S. (2015, January 28). Differentiated Instruction: A Primer. Education Week. Vol 354, Issue 20
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.
What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. (n.d.). Retrieved September 17, 2016, from
http://education.cu-portland.edu/blog/teaching-strategies/examples-of-differentiated-instruction/