Differentiated Instruction T2 A2
Order ID# 45178248544XXTG457 Plagiarism Level: 0-0.5% Writer Classification: PhD competent Style: APA/MLA/Harvard/Chicago Delivery: Minimum 3 Hours Revision: Permitted Sources: 4-6 Course Level: Masters/University College Guarantee Status: 96-99% Instructions
Differentiated Instruction T2 A2
Paper details: Just makeup what students, strategies used, and collaboration for this. I never have time to get out of my own classroom. For this assignment, work with your mentor teacher in a K-12 classroom setting. Collaborate to find a learning style inventory that is appropriate for the content area and student age in your field experience classroom. Identify a group of 3-5 students who have struggled with past lessons to complete the inventory. You will continue to work with this group throughout the remainder of your field experience. After implementation, analyze the inventory results with your mentor teacher to identify each student’s individual learning style. Gather additional developmental and performance data from your mentor teacher to help determine the group of students’ readiness for learning. Use any remaining field experience hours to assist the teacher in providing instruction and support to the class. In 250-500 words, reflect on the following: -Explain how and why you chose the learning style inventory. -Summarize the results of the learning style inventory for each unique student. To protect student privacy, please use pseudonyms in place of students’ names. -Summarize the additional developmental and performance data gathered to determine student readiness to learn. -Describe how the information will assist in differentiating instruction for these students. Support your reflectilryon with 3-5 scholarly resources.
RUBRIC
Excellent Quality 95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support 91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology 58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%
37-1 points The background and/or significance are missing. No search history information is provided.
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Differentiated Instruction T2 A2