Application: Planning for Student Readiness

Application: Planning for Student Readiness

You now know what it means to differentiate according to student readiness and you understand the importance of taking into account variances in student readiness when planning instruction. Also, you are equipped with strategies for what you can actually do to differentiate for student readiness. This week you will have the opportunity to put those KUDs into practice by continuing to plan your lesson that differentiates instruction according to student readiness. You will also consider how you can incorporate research-based practices into your lesson to enhance student learning.
Using the DI Lesson Plan Template, complete Part 3: Learning Plan of your Differentiated Lesson Based on Student Readiness by adding to the plan you submitted in previous weeks. Be sure to include your revisions to Parts 1 and 2 based on Instructor feedback, and address each of the elements included in Part 3:

Learner Variances Being Addressed
Grouping Structures
Lesson Materials/Equipment/Software
Steps for conducting the lesson:
1. Introduction
2. Progression
3. Closing

Integration of Research-Based Practices
integration of technology
collaboration with members of a professional learning community
working with families and communities to support student learning
data-informed instruction
Then, reflect on your decision-making process while planning this part of the lesson. Consider how the steps in the lesson will help students at varying levels of readiness achieve the same learning goals and how one or more of the research-based practices will enhance student learning. Reminder: You must incorporate each of these elements in at least one of your lessons in Weeks 4?6.

Submit your completed Differentiated Lesson Based on Student Readiness and your written reflection. Note: You will receive a grade ONLY for your work on Part 3 of your lesson plan.

Learning Resources to be used and referenced for this assignment
? Readings
Course Text: The Differentiated Classroom: Responding to the Needs of All Learners.

o Chapter 7, “Instructional Strategies That Support Differentiation” (pp. 61?74)
Article: Corley, M. A. (2005). Differentiated instruction: Adjusting to the needs of all learners. Focus on Basics: Connecting Research and Practice, 7(C), 13?16. Retrieved from https://ncsall.net/fileadmin/resources/fob/2005/fob_7c.pdf
“Differentiated Instruction” by Mary Ann Corley, in Theory Into Practice. Copyright 2005 by Lawrence/Erlbaum Associates, Inc. Reprinted by permission of Ohio State University, College of Education, Taylor and Francis Informa UK LTD ? Journals via the Copyright Clearance Center.
Media
Course Media: “Differentiating by Student Readiness” (approximate length: 5 minutes). In this media segment, Dr. Carol Tomlinson discusses strategies for differentiating based on student readiness.
Course Media: “Strategies for Differentiating Instruction” (approximate length: 34 minutes). Dr. Carol Ann Tomlinson discusses differentiation strategies, including ways to develop tiered lessons.