SED368_Module_Worksheet_Diff_Ins
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School
Illinois State University *
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Course
368
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
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6
Uploaded by ProfessorElectron13324
Differentiated Instruction Module: Application Activities
Task Analysis
Select a routine or skill that can be broken down into specific, isolated steps and outline them below.
Routine or Skill: Following order of operations (PEMDAS)
Steps: 1.
Identify the problem
2.
Read problem from left to right
3.
Go through problem and look for any numbers inside of the parenthesis
4.
Look for any numbers that have exponents 5.
Look for any numbers that have a multiplication sign in between them
6.
Look for any numbers that have a division sign between them
7.
Look for any numbers that have an addition sign between them
8.
Look for any numbers that have a subtraction sign between them
Ex.: (6 + 3) × 4 + 2 ÷ (4
2
- 2) =
The first step is finding the parenthesis: (6 + 3) × 4 + 2 × (4
2
- 4) =
Next step is to identify any exponents: (6 + 3) × 4 + 2 × (4
2
- 4) =
The next step is to solve the problem inside the parenthesis and calculating the exponent: (6 + 3=9) × 4 + 2 × (4
2
- 4=10) The next step is to identify any multiplication and/or division signs: 12 × 4 + 2 × 10 then solve the problem
After this we are left with 48 + 20 = 68
Environment and Learning Styles
Share what you have seen in classrooms that support
information from this section of the module.
Share what you have seen in classrooms that could be
improved based on your new learning.
From personal experience, I have seen that table arrangement very helpful to learning. In math classes where the tables are arranged in a way for students to collaborate with one another, this typically yields better results than classes that have tables arranged in rows where the student has to work independently. Working on a word wall to increase vocabulary helps out. When students engage in the word wall, they are enhancing their vocabulary skills.
Lighting in the classroom has a lot to do with effective teaching. The use of appropriate technology is also essential in the teaching process. Teachers needs to be well equipped on how to use the technology or the lesson could potentially
be ineffective.
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Topic
Choose one overall topic, break it down into 3 subtopics, and give an example of how you would put each into a center.
Explain which type of center – interest, learning center, learning station, specialty, or sidebar – and why. TOPIC: World War II
Subtopic One
The Bombing of Pearl Harbor- Small group instruction: Students would get in to groups of 3 or 4 and identify where Pearl Harbor was on a World Map and discuss the reasons for the U.S. entering the war. Subtopic Two
D-Day- Whole group instruction: D-Day is not as well-known to younger students as Pearl Harbor is so having the teacher discuss with the class the events of D-day and how it changed the fate of the war will benefit student knowledge. Subtopic Three
Dropping the Atomic Bombs- Writing workshop: Have the students write about whether or not they think it was right to drop the atomic bombs in Japan and to think critically about why President Truman decided it was the best choice to make.
Process/Activities
Using the Boston Tea Party as your topic, choose 3 activities from the options on slides 20-22 you could use to teach this
topic to meet the various needs of your learners. Explain why you chose these 3 activities.
ROLE PLAYING:
Role playing is effective because it allows the students to think critically but also have fun with new material they are learning. STATIONS: I believe that allowing children to move around from station to station will build on their knowledge base and help them understand that there are multiple steps to learning.
COOPERATIVE CONTROVERSY: Having students debate a topic open up a lot of mindsets and opinions for the students to have. They goal is to be able
to have the student realize that a lot of decision that are made are not clear-cut black and white. Being open-minded is an important skill to have for learners.
Product
Using the activities you designed for the Boston Tea Party (slide 26), choose a product to match each one and rationalize
why it is a good match for a variety of learning styles and what skills will be evaluated based on each product.
Product:
ROLE PLAYING:
Have the students put themselves in the shoes of the revolutionists. Students could research the Boston Tea Party and put on a play demonstrating the events that took place the night of the BTP. Skills to be evaluated: Creativity Research
Collaboration Product:
STATIONS: Students could move from station to station. Each station would have a different leader of the revolution and contain information about
their involvement in the BTP.
Skills to be evaluated:
Note taking skills
Information retaining Critical thinking skills
Product:
COOPERATIVE CONTROVERSY: Students would be broken into two groups- a pro side and a con side. They will research the Boston Tea Party and then debate the topic to the other side. There would be a for and an against the tea party side. Skills to be evaluated: Collaboration
Research Ability to see opposing viewpoint
Critical thinking
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