Tech Teacher back with another exciting blog post to explain how I designed a lesson to support students in a third grade classroom setting! The lesson was on rounding and incorporated engaging activities to help support learning.
The first step in choosing the best instructional strategies to differentiate and engage diverse students is to get to know them! A VARK Interest Inventory was used to help discover the learning styles of the group of students. The data found that overall students were visual, auditory, and reading/writing learners. There was also an interest inventory to find which activities students like to engage in. The data found that students enjoy games, QR code tasks, and whiteboard activities. The formative assessments in math included check ups and exit tickets which found that the majority of students needed additional practice with rounding. Therefor, the differentiated lesson focused on the standard NBT.A.1. The learning targets were structured based on student needs in Math and ELA. It was decided to incorporate a cross curricular reading component where students read texts about rounding and place value. Students enjoyed creating videos about the texts and explaining the rounding connections!
The instructional strategies were chosen to differentiate students learning styles:
- Visual
- Auditory
- Reading/Writing
- Struggling Readers
- EL's
- Gifted
The variety of learners were taken into account when creating the lesson plan. Differentiated tasks were included in all parts of the lesson to provide accommodations. The instructional strategies included teacher modeling, colorful notes/handouts, collaborative activities, video presentations, and technology. It was planned to include these instructional strategies to help support students in all developmental areas.
Assessments were differentiated to address students of various learning styles, struggling readers, EL's, and gifted. After collecting demographic data, intervention, class observations, formative/summative assessments, and the VARK inventory, student needs were addressed. Here were the learning goals for the lesson:
Here is how I differentiated assessments to accommodate to all learners:
Students completed two formative assessments throughout the lesson. One assessment was the Rounding Sum Exit Ticket and the other was the Flip Video About Rounding Reading. EL students assessments were differentiated with bilingual instructions and teacher support. Students were also able to record their video clips in their native language. The struggling readers were supported by using manipulatives, notes, simplified instructions, and teacher support. Students were able to use a script and sentence starters when recording their videos. The text set was also available to students at their independent reading levels. Students with gifted abilities received challenging multi step word problems on their exit tickets. They also were asked to research an additional text to use in their video about rounding. Students with visual learning preferences used anchor charts and written instructions. Students with auditory learning preferences had the exit ticket questions read aloud to them. Students with reading/writing preferences had written instructions available. Students were also able to show their work in words. The early finishers were accommodated with an addition and rounding choice board to complete. Students could also complete personalized lessons on iReady.
Technology Incorporation
Technology was incorporated and utilized in a variety of ways throughout the lesson. Students played a Blooket game on their Chromebook's to practice the vocabulary for the lesson. Students were also introduced to a song called, "We Will Round You" to help them memorize the steps to rounding. Throughout the Rounding Relay Race QR Code Activity students used their Chromebook's to scan the QR code to reveal the rounding question. Depending on the student, their QR question was differentiated to meet the needs of all diverse learners. For example, the gifted learners were given a more challenging question. Students had to record their answers on the Google Form that appeared on their screen. Students explored a text set created on Epic! that included fiction and nonfiction texts about rounding, place value, and addition. Students chose a text to read with a partner to find information about rounding! The next task required students to record a video on Flip to explain evidence they found about rounding and upload it to the website. Students had the opportunity to comment on their peers posts.
The technology components were examined to determine appropriateness for learners because the tools were used previously. Students were familiar with all technology resources incorporated into the lesson because they have completed activities utilizing them. Overall, the tech resources enhance student engagement and learning!
References
Chick, N. (2010, June 10). Learning Styles. Vanderbilt University. https://cft.vanderbilt.edu/guides-sub-pages/learning-styles-preferences/
Differentiated Assessment Strategies: Identifying Learners’ Strengths and Needs A Distance Learning Graduate Course Course Syllabus. (2009). https://www.drake.edu/media/collegesschools/soe/documents/edma-cepd/qep/EDMA%20263%20DAS-SyllabusREV2.pdf
Stern, J. (2015). Enhancing Learning Through Differentiated Technology. Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/blog/enhanced-learning-through-differentiated-technology-julie-stern
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