355 Lesson plan
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School
Grand Canyon University *
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Course
355
Subject
Law
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by EarlNeutron13539
SEC 355 Week 7 Differentiated Instruction Reflection
In 250-500 words, write a rationale that explains how the unit plan’s instruction and assessments were designed to meet the needs of the students in your field experience classroom and promote human flourishing.
In order for a citizen to participate in governance, it is necessary that they understand the structure and nature of the government that they live under. Unfortunately, studies have repeatedly shown that Americans’ knowledge of civics is woefully inadequate. It is the purpose of this assignment to teach the class the structure and function of the American government. The first part of the assignment is to identify the three branches of government and define their role in the political process. The second part of the assignment to follow a Bill (proposed law) through the legislative process by assuming the roles of the respective government branches. The student will follow a Bill proposed in the House, follow it to the Senate and once passed there, follow it to the President who will veto the Bill. The class will then learn how working together, the House and Senate can override the veto to make the Bill a Law. As an aside, the Law will be fought through the Federal Court System all the way to the Supreme Court.
A variety of materials at various levels of complexity was made available to the students. In addition to the lecture, textbook and school library material, a number of relevant videos were made available as well as information from the internet. There was also small and large group learning and discussions with individual instruction provided on an as needed basis.
The instruction was designed for a diverse classroom with alternative and additional resources, as well as individual support, available to those students who need them. Students will
be assisted on an individual basis as needed. Regarding ELL students, all class and additional materials were available in the student’s primary language. A computer translation program was also available as needed.
Modifications, such as alternate reading material, additional time, etc., and modification of learning objectives were made as needed on an individual basis, and a text to
voice device was made available when needed.
For advance students, additional and more advanced materials were available, and assignments modified to maintain student interest. Although allowed to all students, the creation of a video presentation was encouraged for the more advance students. Additional resources and support was made available to early finisher to maintain interest in the assignment.
Formative assessments consisted of evaluations of the student’s participation and contribution in large and small group discussions, as well as individual conversations and observation of students to assess mastery of content matter. Summative assessments would consist of evaluation of final work product and/or a unit test or individual report on the covered material. ELL students were allowed access to a vocabulary list/glossary in their native language and/or allowed the use of a translation app for the classroom and content assessment. For those students who required modifications, appropriate modifications, such as additional time, a quiet area, or a technological device such as a text to work device were provided. Alternative assignments and assessments were also provided as needed.
The course was designed so that all students in the diverse classroom could achieve academic success. Through this success, the students not only gain a necessary understanding of
the nature and function of their government, but they are prepared to functionally participate in civil society.
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