3. Planning for Differentiated Instruction 

A Reading lesson plan

This lesson plan was for reading during my student teaching in 4th grade also about the book Earthquakes. This plan shows my attention to students' needs, content knowledge and curriculum.  In the lesson we as a class reviewed prior knowledge about Earthquakes before reading the assigned pages as a group. This was the first lesson of 7 for this section in the Natural disasters Unit of the curriculum. My careful and thoughtful planning shows knowledge indicator 3A “understands the Illinois Learning Standards (23 Ill. Adm. Code 1.Appendix D), curriculum development process, content, learning theory, assessment, and student development and knows how to incorporate this knowledge in planning differentiated instruction” (IL Knowledge indicator 3A). This lesson, like all my lessons, was carefully thought out using the state standards and the curriculum, building off prior knowledge and also scaffolding to the next one. I used turn and talk questions to ensure students comprehension skills. 

When those questions weren’t always enough to support students in comprehending information needed, I changed my plans to include note taking. That follows Performance indicator 3M “develops plans based on student responses and provides for different pathways based on student needs” (IL performance indicator 3M). In the Natural disaster unit the curriculum book recommends that each lesson has a turn and talk question (which it provides) and students fill in a chart using text evidence to understand the main details. In my lesson we usually had time for one or the other and I made that decision based on my students' performances. These charts were often comparing and contrasting items we read about. Like in this unit it was comparing the Richter scale to a seismograph. These charts helped students pick up on information and find key details.

Transition Plan 

In the spring of 2023 for my communication and collaboration in special education my 6 classmates and I co-wrote a transition plan guide; that we presented to a real family in Michigan. My part was about the laws and rights the family is entitled to and how to research them. Through this project I learned about the importance of transition plans for high school students and setting a goal for them to be most successful in life. This fits knowledge indicator 3B “understands how to develop short- and long-range plans, including transition plans, consistent with curriculum goals, student diversity, and learning theory” (IL knowledge indicator 3B). After creating this plan with my classmates I understand the impact of a good transition plan for an individual with a disability. 

In doing this project, I learned about the importance of having a smooth, thoughtful, attainable plan that gives a child a sense of self determination. I followed performance indicator 3M “develops plans based on student responses and provides for different pathways based on student needs” (IL performance indicator 3M). When making this guide to transition planning for the parents my classmates and I tailored the information their child and her needs. We had their input when considering placements and information and had options for them to review and decide over. This plan was made to help a family understand the transition process, but it helped our class learn as well.