Description
Teachers differentiate instruction based on readiness, interest, and individual learning goals and determine appropriate instructional strategies based on assessment data. Using the student data in the “Class Profile,” create a differentiation plan and present it as a digital presentation for the content area and grade level of your choice that will be used as a professional development to inform new teachers about how to implement differentiation in the classroom.
Research differentiation strategies and create an 8-10 slide digital presentation to showcase your differentiation plan.
Parental
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
Grade
level
One year
below grade
level
At grade level
Low
No
Grade
level
At grade level
At grade level
Low
Yes
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Emma
No
Mid
SES
White
Female
No
None
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
Parental
Involvement
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
Med
Yes
At grade level
Two years
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
No
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
One year
above
grade level
Fatma
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
Frances
No
White
Female
No
Diabetic
Francesca
No
White
Female
No
None
Fredrick
No
Low
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
Ines
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
Jade
No
Mid
SES
African
American
Female
No
None
Grade
level
At grade level
Kent
No
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
At grade level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
Mason
No
Low
SES
White
Male
No
None
Grade
level
Lolita
Mid
SES
Low
SES
One year
below grade
level
One year
below grade
level
© 2017. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Yes
Age
Low
Other
One year
above grade
level
IEP/504
No
Gender
Low
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
At grade level
Enrique
Gender
IEP/504
Other
Age
Reading
Performance
Level
Math
Performance
Level
Parental
Involvement
No
Low
SES
White
Male
No
None
Grade
level
One year
above grade
level
At grade level
Med
No
Noah
No
Low
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid
SES
White
Female
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Sophia
No
Mid
SES
White
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
Stuart
No
Mid
SES
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Terrence
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Wade
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
Yung
No
Mid
SES
Asian
Male
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
One year
below grade
level
One year
below grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Nick
Mini-Lesson Plan Template
Part 1: Implementing Formative Assessments
Class/Subject
Grade level
Standard
Learning objective
Description of learning
activity
Instructional strategy
Two pre-assessment
questions that assess
students’ prior
knowledge
Two formative
assessment questions
that assess students’
progress
© 2017. Grand Canyon University. All Rights Reserved.
Formative assessment
to assess students’
understanding at the
end of the lesson
Part 2: Reflection
© 2017. Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
Grade
level
One year
below grade
level
At grade level
Low
No
Grade
level
At grade level
At grade level
Low
Yes
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Emma
No
Mid
SES
White
Female
No
None
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
Parental
Involvement
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
Med
Yes
At grade level
Two years
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
No
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
One year
above
grade level
Fatma
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
Frances
No
White
Female
No
Diabetic
Francesca
No
White
Female
No
None
Fredrick
No
Low
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
Ines
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
Jade
No
Mid
SES
African
American
Female
No
None
Grade
level
At grade level
Kent
No
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
At grade level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
Mason
No
Low
SES
White
Male
No
None
Grade
level
Lolita
Mid
SES
Low
SES
One year
below grade
level
One year
below grade
level
© 2017. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Yes
Age
Low
Other
One year
above grade
level
IEP/504
No
Gender
Low
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
At grade level
Enrique
Gender
IEP/504
Other
Age
Reading
Performance
Level
Math
Performance
Level
Parental
Involvement
No
Low
SES
White
Male
No
None
Grade
level
One year
above grade
level
At grade level
Med
No
Noah
No
Low
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid
SES
White
Female
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Sophia
No
Mid
SES
White
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
Stuart
No
Mid
SES
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Terrence
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
Wade
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
Yung
No
Mid
SES
Asian
Male
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
One year
below grade
level
One year
below grade
level
Two years
above grade
level
© 2017. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Nick
Mini-Lesson Plan Template
Part 1: Implementing Formative Assessments
Class/Subject
Grade level
Standard
Learning objective
Description of learning
activity
Instructional strategy
Two pre-assessment
questions that assess
students’ prior
knowledge
Two formative
assessment questions
that assess students’
progress
© 2017. Grand Canyon University. All Rights Reserved.
Formative assessment
to assess students’
understanding at the
end of the lesson
Part 2: Reflection
© 2017. Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
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