Differentiating Literacy

Under the direction of your mentor, work with the small group of students you previously identified to implement the lesson/activity and assessment you designed in Part 1 of the assignment.
Part 3: Mentor Debriefing: After you implement the lesson/activity, meet with your mentor to debrief about the delivery of the lesson/activity. Record notes in the space below as you talk with your mentor about the following:
• What was your mentor’s feedback on the effectiveness of your implementation of the lesson/activity and record?

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• Describe the students’ responses to the lesson/activities and what was effective in helping students practice their literacy skills. Include discussion of the student assessment results.

• Identify potential areas for change or improvement in the lesson/activity and/or assessment based upon the student response and outcomes and your mentor’s feedback.

Part 4: Reflection: In 250-500 words, address the following:
• Describe the results of implementing the lesson/activity with the students, including student assessment results. Discuss the long-term results you would expect to see if you differentiated the lesson content, process, and product with the students over an extended period of time.
• Discuss the difference between accommodations and modifications within the scope of content, process, and product. Using one of the strategies you have provided above, provide an example of an accommodation and a modification to illustrate your ideas.
• Consider the “Statement on the Integration of Faith and Work” topic Resource and explain how providing differentiated instruction can contribute to a safe, supportive classroom learning environment where students feel valued, dignified, and respected.