Modifications, Adaptations, Accommodations
The class I taught has a semi-diverse group of learners. There are 2 students on IEPs, many students with preferred learning styles and knowledge of the subject. While creating this lesson I know that some students would struggle more than others in this class. I had to keep this in mind while planning. I began to break down not only the specifics of the assignment I was giving but also the big ideas I was addressing. I tried to make it assessable to all the learners in the room in order for them all to come to the understanding that I was trying to get across to them. During my lesson I addressed different students based on level and understanding to improve overall engagement during the class discussions. I also had students move into different desks so they would all be closer to the front of the room and more able to discuss with classmates and stay attentive.
When planning this lesson, I had a few students in mind when deciding how to address information. I knew that a few students needed information stated verbally to best help them receive the information. Also another student has listed on her IEP that she needs to be given copies of notes. In order to accommodate both of these learners I verbally discussed the assignment and the other important information and also created a handout with all of the necessary information stated.
When planning this lesson, I had a few students in mind when deciding how to address information. I knew that a few students needed information stated verbally to best help them receive the information. Also another student has listed on her IEP that she needs to be given copies of notes. In order to accommodate both of these learners I verbally discussed the assignment and the other important information and also created a handout with all of the necessary information stated.