In chapter 2 in the textbook, Knowing and Connecting with Your Students, figure 2.2 illustrates what a differentiated classroom looks like. After reading this chapter, read the following scenario and follow the directions that follow with SPECIFIC strategies listed in the chapter.
SCENARIO:
You are an American History teacher planning a unit about the Holocaust.
Lucy is an 11th-grade student who is bright, cheerful, and has many friends. From a young age, she also suffers from a panic disorder as well as ADHD. She is currently reading below grade level. This is a result of past childhood trauma.
You are creating a project/unit about the Holocaust for your students, which is and can be a very sensitive subject for teens like Lucy. Think about the strategies discussed in chapter 2 to differentiate your instruction in regards to the CONTENT, PROCESS, and PRODUCT. Using the information in the chapter, explain how you could differentiate your instruction, for EACH element (content, process, product) to meet Lucy’s needs. Be specific when mentioning your strategies to include information about the Holocaust. *Be sure to take into account Lucy’s low reading level.
NOTE: YOU ARE NOT CREATING A UNIT. THIS IS A SCENARIO (PRETEND YOU ARE CREATING A UNIT/PROJECT). What strategies would you include, from the chapter, to differentiate instruction for the content, process and product to MEET LUCY’S NEEDS?
this is the link to the text book
