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Differentiation With Technology

In designing a three day lesson plan on subtracting mixed fraction, my mentor and I decided to incorporate technology to both differentiate learning and to provide a global awareness to our students. One way we did this was by using Khan Academy videos paired with EdPuzzle. EdPuzzle is an online platform that allows the teacher to use videos from the internet or upload their own videos and add questions, voice overs, notes, and comments for students to answer, making the video interactive and engaging (Tchize, 2018). Students viewed the videos that showed strategies for solving problems involving subtraction with and without regrouping. Students then answered questions throughout the video that related to the problem being solved. They were also given 2 extra problems at the end of the video to check for understanding. The teacher was able to monitor participation in real time on the EdPuzzle website and students were unable to skip ahead on the video until they had answered the questi
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Designing a Differentiated Lesson Plan

 I n planning a lesson for a class of fourth grade math students on subtracting mixed fractions, there were many things that needed to be considered in the planning process. When teaching a class of diverse needs, the representation, engagement, and assessment processes need to be as diverse. As I was planning this lesson, I took into account the learning styles of my classes along with the mastery of necessary previous learning that they had shown thus far. I also considered instruction and activity that would help students gain a firm foundation in understanding what a mixed number was and what was happening when the numbers were being added. Furthermore, I considered the best way to present the material in a way that would connect the ideas to future learning. To begin, I looked at the the standards and what the students were expected to do and understand by the end of the unit. I then plan an assessment that will adequately test for the the skills, knowledge, and understanding that
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Learning Styles Analysis

Visual 4 2 6 8 Auditory 3 7 4 2 Tactile/Kinesthetic 5 7 3 3   Martha Mary Moses Rebecca               A learning style inventory was given to four students in a third-grade mathematics classroom. The learning style inventory was chosen based on its child-friendly language and quantity of questions that were asked. Along with the question count being reasonable for eight- to nine-year-old students, the examples were relatable. The chose students were given the inventory and told to put a check next to the area they felt described them. Each learning style had ten questions to analyze how the student learned. Once students answered the ten questions, they were to count the check marks and write it at the bottom of that section. Above is the chart showing the results for each student in each
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Technology-Based Resources for Differentiation

       The world our students live in is fast paced and there are numerous things that are in constant competition for their attention. Because of this, students must be invested into what they are learning so that they are motivated to pay attention, be positive, work through difficult challenges, and intentionally grow their own understanding (Dabrowski & Marshall, 2015). There are technological tools that are available that do just that and help teachers achieve the huge task of providing individualized instruction for every student without overwhelming the teacher. Three of these programs are i-Ready, Moby Max, and Readworks. All three are easy to use for students and teachers, able to be incorporated into any classroom, and find ways to engage the students in learning.  i-Ready is an online program that can be bought separately or in congruence with the Ready curriculum in both math and Reading. It begins by assessing students' skills in each domain. Individual learning
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