Diversity



In my classroom I have a wide range of learners. I am the Special Education collaborative class, and I have two students with special needs. I have one student who has Asperger’s and one student who has ADHD. I teach in a high poverty school, and many of my students lack the prior knowledge for many of our activities, and many of my students do not have access to technology in the home. Due to this, I do not expect any of the activities to be completed at home, and I know that I will have to explicitly model the navigation of the favorites folders and internet. I do not have any gifted students, but I do have several high achieving students who often need extension activities. I only have one non-reader in my group of students who is receiving additional support and activities from the Interventionist and paraprofessional.
 *    ||  **   Little Background Knowledge   **  ||  **   Hands-On Learners   **  ||  **   Non-Readers   **  ||  **   High Ability   **  ||
 *  Lesson A   ||  When introducing this problem to learners with little background knowledge the instructor will use many photos and videos to build knowledge.  ||  Hands on learners will be able to sort pictures of day and night.  ||  Non-readers will not need support during the introduction of this problem.  ||  High ability students will receive extension activities and be able to complete their own research and write informational pieces about the differences in the day and night sky.  ||
 *  Lesson B   ||  For students with minimal experience and background knowledge, they will be able to view videos from the resources to build knowledge.  ||  Students who are more tactile will benefit from using the globe and flashlight during the activity.  ||  Non-readers will be provided additional support from the teachers in the classroom.  ||  These students will be given the names of two countries on the globe and given the task to determine if they are in day or night, or if one is in day will the other be in night?  ||
 *  Lesson C   || <span style="line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 178.55pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> This is the last lesson and children may have come in with little background knowledge, but at this point in the unit they will have built a good enough foundation to be successful.  || <span style="line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 178.55pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> Hands on learners will do well with this lesson because it is a lesson where they will be constructing a model.  || <span style="line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 178.55pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> Non-readers and writers will receive support from their trio members, they will be able to dictate and their trip members will be able to record what they say.  || <span style="line-height: normal; margin: 0in 0in 0pt; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 178.55pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;"> To extend this activity students will be given a graphic organizer to compare and contrast the day and night sky.  ||