D187 Task 2- Analyzing Students Individual Differences (Differentiated Instruction) Wester, Exams of Advanced Education

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D187 Task 2- Analyzing Students Individual

Differences (Differentiated Instruction) Western

Governors University

D187 Task 2- Analyzing Students Individual Differences (Differentiated Instruction) Western

Governors University

A. Determining Student Information

- Individual Students’ Learning Preference: To determine individual students’ learning preferences, I use the first few weeks of school to do a lot of observations. In second grade, we do not start the curriculum until the fourth week of school. We spend the first few weeks doing activities that allow students to make a lot of their own decisions. In doing this, I am able to see whether students prefer to work on their own, with a partner, or with a group. I can see if they prefer to do paper assignments or gravitate towards using their Chromebook to work on things. It also shows me whether they choose to sit at the traditional desks, carpet areas, or flexible seating chairs. - Intelligences: A way that I am able to collect data on intelligences is through allowing my students to make choices on their learning. Not all students learn the same way, so allowing them a choice in how they complete an assignment is an easy way for me to make observations. Some of the choices that they have to complete an assignment are writing, drawing, typing, recording, etc. - Culture and Gender Influence: There are a few different ways that I determine information about students’ culture and gender influence. The first thing that I do is send home a parent survey at the beginning of the year asking about each child and their families. There are questions regarding each family’s culture and important things that they do at home. Another way that I determine information about students’ culture and gender influence is through different social studies assignments throughout the year. We have student’s complete family trees, timelines, and bring in different artifacts from home that are important to their family. All of these assignments get families involved and allow me to learn more about these influences on my students. - Interests: There are multiple ways to collect information about students’ interests. The first thing that I do is send home a survey for parents to fill out that asks about their child’s interests inside and outside of school. The second thing that I do is have the students fill out a few different get to know you papers throughout the first few weeks of school. Last, I observe students while playing and through conversations with them to determine their interests. B. Learner Profile Name: Jackson Smith Age: 7 Grade: 2 nd^ Grade

writing on a paper Culture and Gender Influence:

• Lives with mom, dad, brother & sister
• Grandparents live nearby and our around daily
• Mother is a college graduate
• Father has no formal education past high school
• Not very independent Interests: - Loves drawing/coloring - Anything hands-on - All things Disney - Using a computer - Being helpful C. Assessing Readiness I will use the following Michigan standard: CCSS.ELA-LITERACY.W.2.1-Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because , and , also ) to connect opinion and reasons, and provide a concluding statement or section ( English Language Arts Standards >> Writing >> Grade 2 | Common Core State Standards Initiative , 2022). I would assess this standard by having students form an opinion about a specific topic and work on their own writing piece. This writing piece would then be assessed using our curriculum’s opinion writing rubric. Purpose of Assessment The purpose of this assessment is to determine where students are when it comes to writing. Students should have background knowledge of opinion writing from kindergarten and first grade so by giving this pre-assessment, I will be able to determine where students are at with their writing and what I should focus the most on during my instruction. Design of Assessment for Readiness This pre-assessment is designed to quickly allow teachers to determine students’ readiness. The rubric has four different categories to score and each category allows for up to six points. The higher the score the students have overall, the more readiness they have to understand the material; however, it goes even further by allowing teachers to see scores in each individual section as well. Distinguishing Readiness To distinguish the readiness of the student, I would first look at the overall score to determine where they are at overall with their readiness. Then, I would go to each individual category to see how the student scored. If the score is high in a specific section then I would focus the least amount of time on that during my instruction. If the score is low in a specific section then that would be what I focus the most on in my instruction with this student.

English Language Arts Standards >> Writing >> Grade 2 | Common Core State Standards Initiative. (2022). Common Core State Standards Initiative.