Differentiate to Educate

  Support your technology decisions and blog with 3-5 scholarly resources.       According to the results of the learning style inventory, eighth-grade math student Student A is a self-aware, yet apprehensive individual who tends to adopt a global perspective. The student is performing two grade levels below in mathematics, which is likely attributable to chronic absenteeism that induces anxiety because the learner misses a minimum of one-day per week of school due to a medical condition. Student A indicated a preference for mathematics to be presented in a global format, with a particular interest in visualizing mathematical concepts through charts, diagrams, or pictures.   During mathematical instruction, Student A is more likely to retain the information when the instructor demonstrates problem-solving techniques while verbally walking through the problem. The initial technological application that I would propose for this student is the Dreambox ...

    Section 1: Lesson Preparation Teacher Candidate Name: Erica J. Robinson Grade Level: 6, 7, 8 Unit/Subject: Mathematics Title of Unit and Brief Summary: Lesson 1: Extra-Extra Squared: Exponents, Lesson 2: Extra-Extra Squared: Exponents Lesson Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.     Day 1 Day 2 Day 3 National/State Learning Standards ...