Differentiation - christensen -dunlap | Education homework help

Rubric-ReflectionforDifferentiation-DunlapandChristensen1.pdf

Rubric: Reflec on for Differen a on – Dunlap and Christensen

Scoring and Scale Proficient (15 points) Developing (10 points) Needs Improvement (0 points)

Ms. Dunlap's use of technology to differentiate

Reflection demonstrates a deep understanding of how Ms. Dunlap effectively utilizes technology to differentiate instruction, providing specific examples that highlight the integration of technology to meet diverse student needs.

Reflection acknowledges Ms. Dunlap's use of technology, but lacks specific examples or connections to demonstrate its impact on differentiation.

Reflection does not show an understanding of Ms. Dunlap's use of technology for differentiation.

Small group differentiated instruction by Ms. Christensen

Reflection provides a comprehensive analysis of how Ms. Christensen adeptly implements small group differentiated instruction, using clear and illustrative examples that showcase her ability to tailor learning experiences to individual student levels.

Reflection mentions Ms. Christensen's use of small group instruction, but lacks specific or detailed instances to effectively illustrate its differentiation impact.

Reflection does not address Ms. Christensen's implementation of small group differentiated instruction.

Ways Ms. Christensen sets expectations for the class

Reflection thoroughly discusses how Ms. Christensen effectively establishes expectations for the class, citing specific examples that showcase her ability to communicate and reinforce clear guidelines for student behavior so that differentiated instruction occurs.

Reflection acknowledges Ms. Christensen's efforts to set expectations, but lacks specific examples or explanations of how they impact classroom dynamics.

Reflection does not show an understanding of how Ms. Christensen sets expectations for the class.

Similarities and differences between the two classrooms

Reflection thoughtfully compares and contrasts differentiation strategies in both classrooms, highlighting key points of similarity and difference with specific examples.

Reflection identifies some commonalities and distinctions in differentiation approaches, but lacks depth in discussion or specific examples.

Reflection does not effectively compare or contrast differentiation strategies in the two classrooms.

ReflectionforDifferentiation-DunlapChristensen.docx

Name: Click or tap here to enter text. Date: Click or tap here to enter text.

Differentiation – Dunlap & Christensen

1. Ms. Dunlap uses technology as a tool for learning. In the video, she explains how the mix of technology and small group instruction helps her students learn. Explain in your own words, how Ms. Dunlap uses technology to differentiate instruction to better meet the needs of the learners in her classroom.

Click or tap here to enter text.

2. Ms. Christensen is working with several small groups in the video. Give at least two examples of how she was targeting different skills with the different groups and explain why working with students in small groups helps to meet diverse student needs.

Click or tap here to enter text.

3. Ms. Christensen shares how during “Pride Time” she targets the needs of small groups of students to address their needs. She also explains the instruction and practice that is needed to have the class run so smoothly so that she can differentiate instruction. Share at least two things she does so that she can pull small groups and not have chaos in the classroom.

Click or tap here to enter text.

4. In the video, both teachers were differentiating instruction so that all students learned. Compare and contrast both classrooms. Using specific examples from the video, explain how the two classrooms were similar and how they were different.

Click or tap here to enter text.

Rubric-ReflectionforDifferentiation-DunlapandChristensen1.pdf

Rubric: Reflec on for Differen a on – Dunlap and Christensen

Scoring and Scale Proficient (15 points) Developing (10 points) Needs Improvement (0 points)

Ms. Dunlap's use of technology to differentiate

Reflection demonstrates a deep understanding of how Ms. Dunlap effectively utilizes technology to differentiate instruction, providing specific examples that highlight the integration of technology to meet diverse student needs.

Reflection acknowledges Ms. Dunlap's use of technology, but lacks specific examples or connections to demonstrate its impact on differentiation.

Reflection does not show an understanding of Ms. Dunlap's use of technology for differentiation.

Small group differentiated instruction by Ms. Christensen

Reflection provides a comprehensive analysis of how Ms. Christensen adeptly implements small group differentiated instruction, using clear and illustrative examples that showcase her ability to tailor learning experiences to individual student levels.

Reflection mentions Ms. Christensen's use of small group instruction, but lacks specific or detailed instances to effectively illustrate its differentiation impact.

Reflection does not address Ms. Christensen's implementation of small group differentiated instruction.

Ways Ms. Christensen sets expectations for the class

Reflection thoroughly discusses how Ms. Christensen effectively establishes expectations for the class, citing specific examples that showcase her ability to communicate and reinforce clear guidelines for student behavior so that differentiated instruction occurs.

Reflection acknowledges Ms. Christensen's efforts to set expectations, but lacks specific examples or explanations of how they impact classroom dynamics.

Reflection does not show an understanding of how Ms. Christensen sets expectations for the class.

Similarities and differences between the two classrooms

Reflection thoughtfully compares and contrasts differentiation strategies in both classrooms, highlighting key points of similarity and difference with specific examples.

Reflection identifies some commonalities and distinctions in differentiation approaches, but lacks depth in discussion or specific examples.

Reflection does not effectively compare or contrast differentiation strategies in the two classrooms.

ReflectionforDifferentiation-DunlapChristensen.docx

Name: Click or tap here to enter text. Date: Click or tap here to enter text.

Differentiation – Dunlap & Christensen

1. Ms. Dunlap uses technology as a tool for learning. In the video, she explains how the mix of technology and small group instruction helps her students learn. Explain in your own words, how Ms. Dunlap uses technology to differentiate instruction to better meet the needs of the learners in her classroom.

Click or tap here to enter text.

2. Ms. Christensen is working with several small groups in the video. Give at least two examples of how she was targeting different skills with the different groups and explain why working with students in small groups helps to meet diverse student needs.

Click or tap here to enter text.

3. Ms. Christensen shares how during “Pride Time” she targets the needs of small groups of students to address their needs. She also explains the instruction and practice that is needed to have the class run so smoothly so that she can differentiate instruction. Share at least two things she does so that she can pull small groups and not have chaos in the classroom.

Click or tap here to enter text.

4. In the video, both teachers were differentiating instruction so that all students learned. Compare and contrast both classrooms. Using specific examples from the video, explain how the two classrooms were similar and how they were different.

Click or tap here to enter text.

Rubric-ReflectionforDifferentiation-DunlapandChristensen1.pdf

Rubric: Reflec on for Differen a on – Dunlap and Christensen

Scoring and Scale Proficient (15 points) Developing (10 points) Needs Improvement (0 points)

Ms. Dunlap's use of technology to differentiate

Reflection demonstrates a deep understanding of how Ms. Dunlap effectively utilizes technology to differentiate instruction, providing specific examples that highlight the integration of technology to meet diverse student needs.

Reflection acknowledges Ms. Dunlap's use of technology, but lacks specific examples or connections to demonstrate its impact on differentiation.

Reflection does not show an understanding of Ms. Dunlap's use of technology for differentiation.

Small group differentiated instruction by Ms. Christensen

Reflection provides a comprehensive analysis of how Ms. Christensen adeptly implements small group differentiated instruction, using clear and illustrative examples that showcase her ability to tailor learning experiences to individual student levels.

Reflection mentions Ms. Christensen's use of small group instruction, but lacks specific or detailed instances to effectively illustrate its differentiation impact.

Reflection does not address Ms. Christensen's implementation of small group differentiated instruction.

Ways Ms. Christensen sets expectations for the class

Reflection thoroughly discusses how Ms. Christensen effectively establishes expectations for the class, citing specific examples that showcase her ability to communicate and reinforce clear guidelines for student behavior so that differentiated instruction occurs.

Reflection acknowledges Ms. Christensen's efforts to set expectations, but lacks specific examples or explanations of how they impact classroom dynamics.

Reflection does not show an understanding of how Ms. Christensen sets expectations for the class.

Similarities and differences between the two classrooms

Reflection thoughtfully compares and contrasts differentiation strategies in both classrooms, highlighting key points of similarity and difference with specific examples.

Reflection identifies some commonalities and distinctions in differentiation approaches, but lacks depth in discussion or specific examples.

Reflection does not effectively compare or contrast differentiation strategies in the two classrooms.

Differentiation - Christensen -Dunlap

ReflectionforDifferentiation-DunlapChristensen.docx

Rubric-ReflectionforDifferentiation-DunlapandChristensen1.pdf

ReflectionforDifferentiation-DunlapChristensen.docx

Rubric-ReflectionforDifferentiation-DunlapandChristensen1.pdf

ReflectionforDifferentiation-DunlapChristensen.docx