Special Education Differentiation
Every aspect of this project can be differentiated to meet the needs of students with special education needs.
Content: There are several graphic organizers used throughout The Paloma Project. These graphic organizers break down important information and help students identify important information. The information students are gathering can come from several different websites. The instructor can narrow down these sites to help the student pinpoint relevant information.
Process: Students will be assigned to groups. Thus students with special education needs will be placed with other students that have characteristics that will promote their learning process. Such as a friend or another student that is patient. Performing dilations can be tedious. Students can use a calculator to help with these calculations. Also, a Google spreadsheet can be utilized to help perform calculations and to keep track of the transformation.
Product: The daily updates that students submit daily can be given verbally as often as necessary. This will give the student more time to focus on the work.
Interest Based Differentiation
This project is full of choices. Students get to make decisions on their learning throughout the unit.
Content: Students get to choose the topic they want to spread awareness on. Also, students have freedoms when choosing which sites they are gathering information on.
Process: There are multiple ways students can work on their project. There are several resources that provide information to learn from. Students get to choose their roles in the project. Each group can define for themselves the responsibilities of members (to an extent).
Product: Students get to create art that they feel spreads awareness on a human right’s issue. The other aspects of the display for the exhibit are the students’ decision.
English Learner Differentiation
Content: Study of the UDHR can be address as a close reading where students can annotate the text to build content vocabulary. Topics of choice can be from any part of the world where an English learner can choose one where incorporate prior background knowledge.
Process: Exchanging ideas in a small group settings meets the EL standard and can be adjusted to meet the level of the student. Multiple graphic organizers guide students in their research of the topic.
Product: Daily update forms provides English learner the opportunity practice communication through writing according to their proficiency level (I+1). Exhibit presentation allows for students to orally communicate ideas to an audience and expectations are based on abilities. The poster project allows EL students express their learning visually.
Learning Profile Based Differentiation
Content: Students have the opportunity to access materials through a wide variety of mediums such as audio, visually, and text-based information.
Process: Students have the ability to access their unique learning styles to contribute meaningful towards their group project. They have the opportunity to perform task based on their readiness levels.
Product: Students have the opportunity to demonstrate their learning through a variety of performance task such as writing, art, technology, and oral presentations. This allows students to make meaning contributions to group based on their learning styles.
Every aspect of this project can be differentiated to meet the needs of students with special education needs.
Content: There are several graphic organizers used throughout The Paloma Project. These graphic organizers break down important information and help students identify important information. The information students are gathering can come from several different websites. The instructor can narrow down these sites to help the student pinpoint relevant information.
Process: Students will be assigned to groups. Thus students with special education needs will be placed with other students that have characteristics that will promote their learning process. Such as a friend or another student that is patient. Performing dilations can be tedious. Students can use a calculator to help with these calculations. Also, a Google spreadsheet can be utilized to help perform calculations and to keep track of the transformation.
Product: The daily updates that students submit daily can be given verbally as often as necessary. This will give the student more time to focus on the work.
Interest Based Differentiation
This project is full of choices. Students get to make decisions on their learning throughout the unit.
Content: Students get to choose the topic they want to spread awareness on. Also, students have freedoms when choosing which sites they are gathering information on.
Process: There are multiple ways students can work on their project. There are several resources that provide information to learn from. Students get to choose their roles in the project. Each group can define for themselves the responsibilities of members (to an extent).
Product: Students get to create art that they feel spreads awareness on a human right’s issue. The other aspects of the display for the exhibit are the students’ decision.
English Learner Differentiation
Content: Study of the UDHR can be address as a close reading where students can annotate the text to build content vocabulary. Topics of choice can be from any part of the world where an English learner can choose one where incorporate prior background knowledge.
Process: Exchanging ideas in a small group settings meets the EL standard and can be adjusted to meet the level of the student. Multiple graphic organizers guide students in their research of the topic.
Product: Daily update forms provides English learner the opportunity practice communication through writing according to their proficiency level (I+1). Exhibit presentation allows for students to orally communicate ideas to an audience and expectations are based on abilities. The poster project allows EL students express their learning visually.
Learning Profile Based Differentiation
Content: Students have the opportunity to access materials through a wide variety of mediums such as audio, visually, and text-based information.
Process: Students have the ability to access their unique learning styles to contribute meaningful towards their group project. They have the opportunity to perform task based on their readiness levels.
Product: Students have the opportunity to demonstrate their learning through a variety of performance task such as writing, art, technology, and oral presentations. This allows students to make meaning contributions to group based on their learning styles.