Designing a Differentiated Lesson Plan

“Differentiated instruction is the process of tailoring lessons to meet each student’s individual interests, needs, and strengths. Teaching this way gives students choice and flexibility in how they learn, and helps teachers personalize learning. This method also requires instructional clarity and clearly defined goals for learning, better enabling students to meet those goals (Differentiated Instruction and How to Implement It | Learning A-Z, 2022).” When teachers differentiate instruction and tailor lessons to meet the needs of each student or group of students it helps to ensure that all students feel some form of success. 

Lessons and instruction can be differentiated in a variety of ways. Many teachers differentiate instruction using small groups. However, differentiation can also be done in the scope of whole group instruction using varying questioning techniques (Lynette, 2015). 

1) In my classroom, I will plan specific questions geared towards specific students.

2) Additionally, I give my students multiple opportunities to answer questions. One way I do this is that if a student is using an excessive amount of “think time” I will tell him or her to look in the text or their notes for the answer to that question while I move on to another student for another answer. I will then return to the original student for his or her answer. 

3) I use questioning to differentiate to by having them repeat an answer that another student says. This is a technique I use frequently with ESL and special education students. I ask a question to a student who I know will have the correct answer. Then I will ask my ESL or lower performing student to repeat what that student said. 

When designing my lesson, I used already knew that the students had an in-depth instruction in the writing process last year. However, having previously taught this group of students, I also knew that many of them struggle with retention of skills and knowledge. Using this information and the students test scores, I began to group my students. In addition to using assessment data to group my students, I also used my knowledge of students. I know that there are certain students that cannot and should not work together based on personality differences and/or similarities (Flexible Grouping: A Responsive Strategy to Meet Student Needs in Real Time - NCLD, 2021). 

Most of the direct instruction was done whole group. I had the students share and work with their groups during the independent part of the lesson. While the students worked with their groups, I walked around and monitored the groups. When I monitored my lower-level groups, I provided additional guiding questions and directions to them. 

Technology is at the foundation of this lesson. The writing prompt, the video, and one of the sources that the students analyze are all found online either within the assessment on Edulastic or on YouTube. Additionally, the students complete all of their writing on their Chromebooks. 

References:

Differentiated Instruction and How to Implement It | Learning A-Z. (2022). Learninga-Z.com. https://www.learninga-z.com/site/company/what-we-do/differentiated-instruction?source=google&medium=cpc&campaign_id=16440209676&creative=&keyword=&matchtype=&network=x&device=c&gclid=Cj0KCQjwj7CZBhDHARIsAPPWv3cKRvZeyMbHdsFB3ist2nKfSg0iVcEvhwCjXPqW1uzdernCppo1AcUaArPyEALw_wcB

Flexible Grouping: A Responsive Strategy to Meet Student Needs in Real Time - NCLD. (2021, August 26). NCLD. https://www.ncld.org/reports-studies/forward-together-2021/flexible-grouping/

Lynette, R. (2015, September 22). 10 Questioning Strategies to Differentiate Instruction - Minds in Bloom. Minds in Bloom. https://minds-in-bloom.com/10-questioning-strategies-to/


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