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Differentiated Instruction Plan

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Jason Gaynor

on 23 April 2010

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Transcript of Differentiated Instruction Plan

Jason Gaynor's Differentiated
Instruction Plan Overview of Lessons Target population: Middle School students with severe-profound
cognitive and physical disabilities

Breakdown of Lessons:
1. Students differentiate between money-related and non money-
related items.
2. Students sort coins and bills.
3. Students identify requested coins and bills.
4. Students use money picture templates to make amounts of money.
5. Students purchase desired items by using money picture templates.
Technology Used *Safari Montage... ...is a “Video-On-Demand solution for schools and districts that comes preloaded with educational video titles that have been hand-picked for their direct application to the curriculum.” ("About," n.d.)

“…provides K-12 school districts with a comprehensive solution for their digital media networking and visual instruction needs.”
("Products," n.d.)

*Used to introduce lessons **Big Mack Communicators... ...are commonly used Augmentative and Alternative Communication (AAC) tools that enable individuals with cognitive and physical disabilities to communicate more effectively through the use of “one-touch single message playback” technology.
("Ablenet," n.d.)

**Used by students during process and assessment ***Promethean ActivStudio/ActivInspire... …is interactive software that engages students in learning through the use of “full color video, sound and graphics”.
("Promethean Interactive Whiteboards," n.d.)

… empowers teachers to “create a stimulating real world experience for students” and encourage independence for all students through the use of activities designed with pre-programmed, self-correcting feedback.
("Promethean Interactive Whiteboards," n.d.)

***Used by students during process and assessment Although there is a seemingly endless amount of digital technology available to teachers and students, the following examples are tools that are especially useful and accessible to students with severe-profound cognitive and physical disabilities. Differentiation is essential because… …according to Howard Gardner’s Multiple Intelligence theory, “Each person has a different intellectual composition” and therefore learns and needs to be taught differently. ("Concept to Classroom," n.d.)

…Universal Design for Learning states that a curriculum needs to be flexible and provide all learners, even those with disabilities, “improved access to learning.” (Meyer & Rose, 2002) Digital technology needs to be used in differentiation because… … it is “inherently flexible” and can accommodate different styles of learning and ability levels as well as tapping into “a student's other strengths and interests that may be blocked by the exclusive use of printed text.” (Rose & Meyer, 2002) Student Work (Lesson 2) Student Work (Lesson 3) Bibliography AbleNet: Products and services for persons with disabilities. (n.d.). "AbleNet: Products and services
for persons with disabilities". Retrieved April 2, 2010, from http://www.ablenetinc.com
"About". (n.d.). Safari Montage. Retrieved April 2, 2010, from
http://www.safarimontage.com/Content/Default.aspx
"Concept to classroom". (n.d.). Thirteen. Retrieved April 2, 2010, from
http://www.thirteen.org/edonline/concept2class/mi/index.html
Meyer, A., & Rose, D. H. (2002). "Teaching every student in the digital age: Universal Design for
Learning". Alexandria, VA: Association for Supervision & Curriculum Deve.
"Products". (n.d.). Safari Montage. Retrieved April 2, 2010, from
http://www.safarimontage.com/Products/Default.aspx
"Promethean Interactive Whiteboards, IWB and Classroom Technology : Promethean". (n.d.).
Promethean Interactive Whiteboards, IWB and Classroom Technology : Promethean.
Retrieved April 2, 2010, from http://www.prometheanworld.com

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