EDU 673 W4 Instruct. Strat. for differentiated teach learn (Assignment)

Creating a Unit Plan

Once you’ve gotten to know your students through learning profile inventories
that identify individual areas of strength and learning styles, you can design
multimodal lessons that incorporate instructional technology that engage the
21st century learner. This week, you will create a three-day unit plan outline
that addresses students’ diverse learning styles and multiple intelligences,
acknowledges cultural and language differences, and integrates digital tools
and technology.

Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:

Introduction: Describe the demographics of your current (or fictional
classroom) including:

• Grade Level and Subject Area
• Total number of students – ability levels, gender,
  students with special needs, English Language Learners (ELLs)
• Other relevant information (such as socioeconomic
  status, family background, recurring behavior issues, etc.)

Stage 1: The first stage is to determine the “Big Picture”; what you
want students to learn, conceptually, at the unit’s conclusion. You must:

• Identify the content, unit title, unit subject, and at
  least one Common Core State Standard (CCSS) that aligns with the unit.
• Create at least two measurable unit objectives that
  align with the CCSS.
• Describe what you want the students to master including
  key concepts, “big ideas”, and major understandings (see the textbook,
  Chapter 4 for guidance).

The following resources are helpful
when creating Stage 1:

• Common Core Standards – The Standards
• Writing measurable
  learning objectives.
• P21 common core
  toolkit

Stage 2: The second stage outlines evidence of learning including
pre-assessments, formative assessments, and a summative assessment.

• Pre-assessment:
  Explain how you will measure student’s level of readiness and preexisting
  knowledge specific to the content chosen. Include how you will take into
  account student strengths, interests, and learning needs.
• Formative Assessment:
  Explain how you will use formative assessments to drive differentiated
  instruction throughout the unit specific to the content you’ve chosen. Be
  sure to include how these assessments address UDL principals.
• Summative Assessment:
  Design a summative assessment that will measure the student’s level of
  unit mastery. You must include how this assessment addresses UDL
  principals and DI theory and how the assessment takes into account your
  diverse student population.

Stage 3: The final stage of the unit plan involves developing the
activities and experiences, building upon what you determined in Stage 1. “This
stage involves tailoring learning activities to the identified strengths,
learning styles, and interests of students, organizing lessons in a meaningful
way that emphasizes the relevance of the learning, and engaging the learners
with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage
should also incorporate self-regulation strategies (behavior management).

In Stage 3 you must:

• List the daily breakdown of lesson topics to meet the
  final unit goal and that also addresses differentiated instruction and
  UDL. For example:
• 9th Grade English, Unit: Character Analysis
• Unit Goal: Students will use a word processing program
  to write an analysis of Holden Caulfield (main character in The Catcher
  in the Rye) and how his behavior is indicative of typical adolescence
• Day 1: Pre-assessment, introduction to book
• Day 2: Watch parts of “Dead Poet Society” with
  discussion
• Day 3: Writing Prompt (based on initial book chapters)
• Days 4-5: Graphic organizer- begin building character
  analysis with teacher-selected partner
• Describe how each daily activity incorporates
  differentiated instruction and UDL.
• Discuss two technology tools that will be incorporated
  throughout the unit including how each addresses differentiated
  instruction, how each will be used to aid instruction and how each is an
  example of universal design. Be sure to support with evidence from at
  least one scholarly source.
• Describe which self-regulation strategies have been
  built into the lesson and how they are reinforced and differentiated
  depending on the student’s level of need.

Instructive tools to consider for
your lesson:

• 10 Emerging
  Education and Instructional Technologies that all Educators Should Know
  About (This list summarizes Emerging
  Education and Instructional Technologies)
• Tech Connections (this website provides a chart that explains how to
  connect technology with each multiple intelligence level and how it can be
  used to differentiate instruction)
• Ten Tips for Differentiation (this website lists technology tools by area of
  motivational needs to create a more engaging lesson)
• LiveBinders (this is a Live Binder that was created to provide
  teachers with resources for using digital tools in the classroom)
• The New York Institute of Technology (the New York Institute of Technology created webpage
  to help teachers find resources, services, and tools to support your
  teaching and learning)