Task 13-17 Unit Differentiation Strategies: Strategies for each of the 5 students

Information about 5 Individual Students


These students represent the diversity of the school because they come from all socioeconomic backgrounds and have a variety of needs. These students also have a variety of interests.

  • Adolfo is a Mexican-American Intermediate English Language Learner in Tenth grade; he has a low socioeconomic status, and is an intermediate ELL. He lives with his single mother and has an older sister in college. Adolfo has been in the United States for 3 years. He is self-sufficient when it comes to completing homework tasks and he comes to after school tutoring when he is struggling with the material. On Saturdays and Sundays he sells merchandise at the swap meet for his family’s business. His favorite classes are math and PE, and he enjoys doing ballet folklorico.
  • Elena is a 15 year-old 10th grader and is an Early Intermediate English Language Learner. She is from Mexico and both of her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her grandparents live in Mexico and she and her family visit them in the summer. She has been in the Unites State for one and a half years. She is literate in Spanish and often reads Spanish literature. Her report cards from her school in Mexico indicate above average grades. Elena is somewhat shy socially but is well liked and works well in small groups. She is seldom absent from school. The CELDT results indicate overall score in the Early Intermediate range, and she has been identified as an English learner.
  • Alex is a 15-year-old boy in the 10th grade. He had difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specific learning disabilities. Since then, Alex has received special education support primarily in a resource room for language arts, while he is included in the general education curriculum. He is able to independently read text at a 7th grade level and continues to struggle with decoding words. Alex also has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily join into whole-class conversations or contribute to group.
  • Jonny is a very quiet and sweet 9th grader. He is very attentive, quick to respond, and gets along great with the other students in his class. He is very shy when approached personally, but always carries a smile. Jonny has an IEP for a speech stutter. His academic testing in reading comprehension and mathematics is average, and locomotor/fine motor skills are recorded as normal. Jonny receives school help on speech skills from a speech pathologist during school hours. It has been noted that Jonny responds best with visual material, and responds less with just auditory information. In his IEP he states that math is his favorite subject, in P.E., he has expressed soccer is his favorite sport we have covered thus far in class. Jonny is of Asian heritage but only speaks English at school and at home. His family is very supportive and actively involved with Jonny’s academics. Jonny’s family lives in Encinitas CA, and has a SES of middle to upper middle class.

  • Samuel is a 9th grade average student, who obtains mostly B’s in class with a few C’s. He is normally very sociable in most academic classes, but becomes quieter during physical education class. Samuel is a student that needs special attention for this unit in the fact that he is heavy overweight, approaching obesity. He struggles to complete simple tasks in Physical Education and it is apparent that this affects his self esteem. Samuel is at a normal social development, but often looks bored or disconnected from material. He will respond when ask to complete work, but performs better with extrinsic motivation. In a student survey passed out at the beginning of the clinical practice, Samuel responded he feels he learns best from auditory and visual presentation on information. Samuel is Caucasian male with a middle class SES, and split residence in Encinitas with divorced parents. Parents have 50/50 custody over Samuel and take time to make sure he is completing his work on time. He enjoys spending his time on the computer and video games.

Task 13. Differentiation Strategies for Aldolfo:


1) Support auditory instruction with handouts as well as the same information written on the white board. SDAIE strategies of objectives written on the board.
Speak slowly, distinctly, and write down key terms (new vocabulary from chapter 36). Provide Spanish version of Classroom Text book : CA Prentice Hall Biology and glossary in Spanish (primary language) during lecture. Increase wait time during discussion. Consistent routines during lab write up for Biology class. Outline provided during Biology lecture and for the whole unit to help with difficult concepts. Relate to prior knowledge during warm up and closing activities during lesson.
Graphic Organizers and coloring sheets provided to reinforce new vocabulary. Extra time offered before/after school for individual attention.
2) Students will work together in small groups, giving each student more opportunities to respond. Student will be paired with a higher level Spanish speaker ELD or reclassified incase clarification in Spanish is needed.
Aldolfo is seated up near front lab team tables and during computer lab time make sure to seat near paired higher level ELD student.
3) Lots of small discussions. An opportunity to grasp the information from peer resources. This also gives the student a chance to apply and check for comprehension, work on language skills, use new academic vocabulary, and ask for help if something was not understood.
Many opportunities to practice English language development is provided in all three subjects during the think-pair-share activities described in the lesson plans.


Task 14: Differentiation Strategies for Elena:


1) Support auditory instruction with handouts as well as the same information written on the white board. SDAIE strategies of objectives written on the board.
Speak slowly, distinctly, and write down key terms (new vocabulary from chapter 36). Provide Spanish version of Classroom Text book : CA Prentice Hall Biology and glossary in Spanish (primary language) during lecture. Increase wait time during discussion. Consistent routines during lab write up for Biology class. Outline provided during Biology lecture and for the whole unit to help with difficult concepts. Relate to prior knowledge during warm up and closing activities during lesson.
Graphic Organizers and coloring sheets provided to reinforce new vocabulary.Extra time offered before/after school for individual attention.
2) Students will work together in small groups, giving each student more opportunities to respond. Student will be paired with a higher level Spanish speaker ELD or reclassified incase clarification in Spanish is needed.
Elena is seated up near front lab team tables and during computer lab time make sure to seated near lower level ELD student.
3) Lots of small discussions. An opportunity to grasp the information from peer resources. This also gives the student a chance to apply and check for comprehension, work on language skills, use new academic vocabulary, and ask for help if something was not understood.
The lab team design in Biology class, encourages Elena to gain more confidence because she will feel comfortable in the other leadership roles besides presenting and having to speak in front of the class. She will not be called on as much as the other talkative and outgoing students, however she will need to be encouraged and supported when she does share anything in class.
Many opportunities to practice English language development is provided in all three subjects during the think-pair-share activities described in the lesson plans.


Task 15: Differentiation Strategies for Alex:


1) Variation of sources provided, verbal, discussion, and handout to support auditory presentation of information.
Speak slowly, distinctly, and write down key terms. Provide extra vocab sheet on root words. Provide 7th grade websites and printed reading material for 7th grade life science reading level. Increase wait time during discussion. Consistent routines during lab write up for Biology class. Outline provided during Biology lecture and for the whole unit to help with difficult concepts. Relate to prior knowledge during warm up and closing activities during lesson.
Graphic Organizers and coloring sheets provided to reinforce new vocabulary. Extra time offered before/after school for individual attention.
2) Small group work in their lab team groups to reinforce new information but also offer a chance for new relationships to be made, and prevent Alex from becoming isolated during class time. This also goes for the “Think-pair-share” portion of the class discussion.
Alex will be seated at one of the front lab tables in Biology class. He will be seated next to a strong sociable successful student.
3) Lots of small discussions. An opportunity to grasp the information from peer resources. This also gives the student a chance to apply and check for comprehension, work on language skills, use new academic vocabulary, and ask for help if something was not understood.
Alex may have trouble during cat dissection online web quest activity in Biology. The images may scare him. Proceed with caution and provide emotional support and excuse him from visiting that website.


Task 16: Differentiation Strategies for Jonny:


1) Variation of sources provided, verbal, discussion, and handout to support auditory presentation of information.
Speak slowly, distinctly, and write down key terms. Increase wait time during discussion. Consistent routines during lab write up for Biology class. Outline provided during Biology lecture and for the whole unit to help with difficult concepts. Relate to prior knowledge during warm up and closing activities during lesson.
Graphic Organizers and coloring sheets provided to reinforce new vocabulary and provide extra visual aids. Extra time offered before/after school for individual attention when he is pulled out of class for speech.
2) Small group work in their lab team groups to reinforce new information but also offer a chance for new relationships to be made. This also goes for the “Think-pair-share” portion of the class discussion.
Jonny will need to be seated with another shy student and two other more outgoing students in his Biology lab team group. He doesn't need to be up front, however discourage from being seated near the corner where he will tend to behave less outgoing.
3) Lots of small discussions. An opportunity to grasp the information from peer resources. This also gives the student a chance to apply and check for comprehension, work on language skills, use new academic vocabulary, and ask for help if something was not understood.
Jonny will benefit from the many opportunities to speak to work on his pronunciation.

Task 17: Differentiation Strategies for Samuel:


1) Variation of sources provided, verbal, discussion, and handout to support auditory presentation of information.
Speak slowly, distinctly, and write down key terms. Outline provided during Biology lecture and for the whole unit to help with difficult concepts. Relate to prior knowledge during warm up and closing activities during lesson. Graphic Organizers and coloring sheets provided to reinforce new vocabulary. Extra time offered before/after school for individual attention.
2) Small group work in their lab team groups to reinforce new information but also offer a chance for new relationships to be made. This also goes for the “Think-pair-share” portion of the class discussion.
Many opportunities to encourage positive relationship interaction is provided in all three subjects during the think-pair-share activities described in the lesson plans.
3) Samuel will need to be seated at a lab station table that has a lot of space around his seat. Encourage him to get up and out of his seat often doing small tasks to help teacher to keep him moving.