Objectives: 1. After reading the documents, students will be able to discuss the meaning and significance of the Emancipation Proclamation and General Order 143. 2. Students will be able to discuss how opinions regarding emancipation changed from 1861 when the American Civil War began, to 1863 when the Emancipation Proclamation took effect.
Differentiated Instruction: For both objectives, the differentiated instructional strategies that can be used are think-pair-share, trash basketball, or flow maps (Stancil, n.d.). Ms. Phillips could provide the students with an article on the Civil War and allow them to read it and then share ideas with each other. This would be a great strategy to use with the three students who have an IEP for a learning disability. Those three students can pair with a partner and read the article together. The other student can help them with reading the article or read it to them. Also, the article can be reduced or blown up for those three students to read by themselves or with a buddy and then reflect on their ideas.
Using trash basketball will allow Ms. Phillips to get a response from her students while keeping them moving. A good suggestion on incorporating this strategy would be to incorporate technology and show a video on the Civil War and then ask the class questions reflecting on the video. Watching a video will keep students engaged instead of having to read or listen to a lecture. Once the video is completed, trashcan basketball is a fun way to assess students’ knowledge of the video. This is a helpful strategy to use for the student who has ADHD or an option for any of the students who have a learning disability.
Lastly, creating a flow map with visuals will provide differentiated instruction to the two students who are ELL. Chopping down some of the words and providing pictures will help those students make an easier connection to the content. Then information will be in front of them and broken down to where students can easily see the relationship between stages and events.
Understanding student’s characteristics and how they may differ from each other are essential steps in the differentiation process (Puckett, 201). A teacher must consider a student’s learning profile before deciding the most effective way to teach them. Once the learning profile is discovered, the teacher can begin differentiating content based on the students needs. All of the learners in this scenario could benefit from any of these differentiated strategies.
References Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA Stancil, T. (n.d.). Differentiated instruction strategies. Retrieved from http://cnweb.cn.edu/tedu/New Website Docs/DifferentiatedInstructionStrategiesKit.pdf
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