WGU D187 Task 2 Passed (2026) | Analyzing Students’ Individual Differences, Exams of Differential and Integral Calculus

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D

Differentiated Instruction

TASK 2

Analyzing Student’s Individual Differences

Western Governors University

Relevant Strategies Differentiated Instruction In order to learn about individual students in my classroom, I can make detailed observations. Individual student’s learning preferences, intelligences, culture, gender influences, and interest are good information to take into consideration when thinking about differentiated instruction. By taking careful notes on how each student prefers to learn I can adapt my lessons to meet their needs. Intelligence As a teacher, I can provide multiple different activities that address various intelligences and take notes of how each student performs during each. Allowing students to work with a partner or in a small group supports the students who may not have confidence and need that peer support. Another strategy to differentiate is through peer learning. Peer learning is when students do the teaching and help each other acquire knowledge and skills. This can be successful for all students. The higher students are doing the teaching while the others are learning from a classmate. One last strategy is to allow choice when completing

ownership over the work. Sometimes that make a good choice and complete the work and other times they do not. Culture and Gender influences To differentiate instruction for students with culture and gender differences I must build relationships with student. This is crucial for the part of connecting with the students in my room. I can spend time in the morning before class begins to talk with students and connect with them about their life and interest outside of school. I can call on a variety of students randomly or keep track to ensure both genders are represented when calling on students to answer questions. I also send home a student/family questionnaire at the beginning of the school year. This is part of the first week of school homework. It is completed by both the student and their parent. It includes information about culture, holiday celebrations, and any other important information that I may need to know to create an inviting atmosphere in the classroom. This provides important information that I can consider when planning lessons and events throughout the year. Our current reading curriculum does a great job of including a

variety of non-fiction literature that includes people of all race

playing outside. Interests Taryn loves cheerleading. She plays Pop Warner Cheer and has traveled to Disney for Competitions. She is also a member of her church and attends regularly. When she is home she likes to watch TV, play with dolls, paint, draw, and play with her Yorkie dog. Assessing Readiness The standard addressed in this assessment is 3.OA.A.3. Use multiplication and division within 100 to solve word problems in situati involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (Council of Chief Officers, 2022. Pg. 24).

0 Purpose and Benefit C- The purpose and benefit of administering this type of assessment is that it pinpoints exactly where students are. By using this diagnostic assessment, I can determine if students are capable of using equal groups when solving multiplication equati If students are not capable, they will receive specific differentiated instructions in small group. The benefit of this assessment is that students who have mastered this skill will be ready to advance to multiplication word problems. Student Readiness C- The assessment and design will allow me to see which students are mastering, approaching, or struggling. By examining this data, I can determine students’ readiness. I will begin by looking at the overall score to determine areas of strength and weakness. Then precede to look at each individual category to see more precise scoring of different standards. If a score is high is a specific section I would plan accordingly and spend less time on that standard. If a score is low in a specific section, I will focus my instruction on this area. Once students

receive more support in the area of weakness based on the^1 diagnostic assessment they will grow. The student’s readiness level will changed based on the design of this assessment.

• They had more problems correct and only got mixed up a

0 few times. This signals me that this group simply needs practice. The rest of the class scored at or above in the readiness levels. They are ready to expand their knowledge of multiplication by moving on to more complex task such as word problems. References Council of Chief State School Officers. (2022). Common Core State Standards for Mathematics. Retrieved from https://learning.ccsso.org/wp- content/uplaods/2022/11/ADA-Compliant-Math-Standards.pdf