DIFFERENTIATION SCENARIOS 2
Differentiation Scenarios Assignment
Scenario 1: Sherry
Scenario Sherry enjoys receiving responsibilities and requests from the teacher, and she
actively participates in class discussions to feel a sense of belonging. Despite
her vivid imagination and love of reading, her comprehension skills are behind
grade level, creating a gap in her learning. After reaching out to her parents,
they are receptive to receiving suggestions on how to bridge the gap in Sherry’s
learning.
Learning
Deficiency or
Challenge
In this scenario, despite her love for reading and active participation in class,
Sherry has a potential gap in her comprehension skills. Several factors could
contribute to this deficiency. It is plausible that Sherry might have difficulty
with processing and retaining information, making it difficult for her to fully
grasp the meaning of the texts she reads. This could be due to a variety of
reasons such as a learning disability, attention-related issues, or a mismatch
between Sherry’s preferred learning style and the teacher’s method of teaching.
Sherry’s desire to fit in with her peer group could also indicate that she has
poor relationship building skills, or anxiety.
Additionally, Sherry’s eagerness to fit in and speak out in class could be coping
mechanisms for her struggles with comprehension. She may be seeking
validation and connection through active participation, despite facing
challenges in fully understanding the material. To address Sherry’s academic
and behavioral struggles, a thorough assessment of her preferred learning
method and potential learning disabilities should be conducted (Learning
Disorders in Children, 2022).
Differentiation
Strategy or
Intervention
To assist Sherry’s learning process and bridge the gap in her comprehension,
the teacher should implement a variety of learning strategies. Some methods to
include would be implementing choice boards, using learning stations, creating
task cards, having tiered assignments, and varying discussion styles for
classroom discussions.
Implementation/
Progress
Monitoring
DIFFERENTIATION SCENARIOS 3
Scenario 2: Jimmy
Scenario Jimmy, a 4th grade student displays hyperactive behavior in the classroom,
often engaging in spontaneous dancing that disrupts the teaching environment.
Despite attempts to address this issue by contacting his mother, she shares that
she has struggled to manage Jimmy's behavior at home, especially since his
father's departure. Consequently, Jimmy's academic performance in reading and
math is mediocre, largely due to frequent distractions. It's important to note that
Jimmy does not currently have an Individualized Education Program (IEP).
Learning
Deficiency or
Challenge
Jimmy may have an attention disorder that is causing him to struggle with
focusing and controlling his behavior (specifically the
Differentiation
Strategy or
Intervention
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Implementation/
Progress
Monitoring
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DIFFERENTIATION SCENARIOS 4
Scenario 3: Terrance
Scenario Terrance, a third-grade student, lacks a sense of connection to school despite
his considerable intelligence. He tends to conform and perform well in various
activities when he puts in the effort. While possessing strong reading skills,
Terrance occasionally fails to complete his assignments, and his demeanor
often reflects a subdued or downcast mood.
Learning
Deficiency or
Challenge
There are several possible deficiencies or challenges that Terrance might be
facing.
Differentiation
Strategy or
Intervention
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Implementation/
Progress
Monitoring
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DIFFERENTIATION SCENARIOS 5
Scenario 4: Jackie
Scenario Jackie, a fifth-grade student in your class, is facing challenges in math,
particularly with foundational skills like operations. Despite consulting with
her previous teachers, it remains unclear whether consistent interventions
were implemented. The only indicators of her math progress are reflected in
her low NWEA scores, with no evident reports documenting improvement.
While Jackie's parents are supportive of your suggestions, they express
hesitancy due to past experiences where other teachers were unable to provide
effective assistance.
Learning
Deficiency or
Challenge
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Differentiation
Strategy or
Intervention
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Implementation/
Progress
Monitoring
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DIFFERENTIATION SCENARIOS 6
Scenario 5: Marie
Scenario Marie stands out as a rapid learner, effortlessly grasping concepts through
auditory means. Driven by a desire for excellence, she naturally assumes
leadership roles and places a strong emphasis on adhering to rules and
discerning right from wrong. Marie exhibits advanced reading and writing
skills, surpassing the expected grade level. Notably, she completes
assignments quickly and proficiently, reflecting a tendency towards
efficiency. However, her consistent swiftness in completing tasks suggests a
potential boredom with the current schoolwork.
Learning
Deficiency or
Challenge
Based on the provided scenario, it appears that Marie does not exhibit any
explicit deficiencies or learning challenges. Instead, she stands out as a highly
capable and advanced learner. However, the potential challenge mentioned is
boredom with the current school work due to her consistent swiftness in
completing tasks. This suggests that Marie might benefit from more
challenging or intellectually stimulating content to keep her engaged and
motivated in the learning process. It's not a deficiency in her abilities but
rather a challenge to provide greater academic enrichment to match her
advanced skills and maintain her interest, keeping her engaged in class.
Differentiation
Strategy or
Intervention
There are several strategies that could be implemented to help meet the
advanced needs of Marie and help her stay engaged with the classroom
learning environment. The strategies I would choose are enriched
assignments, project based assessments, extended learning opportunities, and
flexible learning groups (Differentiation for High-ability, n.d.).
Implementation/
Progress
Monitoring
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DIFFERENTIATION SCENARIOS 7
References
Differentiation for high-ability. (n.d.). Education.
www.education.vic.gov.au/school/teachers/teachingresources/high-ability-toolkit/Pages/
differentiating-high-ability.aspx
Learning disorders in children. (2022, July 26). Centers for Disease Control and
Prevention. www.cdc.gov/ncbddd/developmentaldisabilities/learning-disorder.html
PBIS World | A complete Tier 1 through Tier 3 Positive Behavior Interventions &
Supports system. (n.d.). https://www.pbisworld.com
Response to Intervention | RTI | RTI Resources | Intervention Central. (n.d.).
https://www.interventioncentral.org/
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