Differentiating for Student Readiness and Interest
For this assignment, you will be given a scenario that describes two very different students that you may have in your classroom. Based on the information, you will develop appropriate ways to differentiate content, process, and product based on student readiness and interest.
You are a fifth grade teacher and are preparing to teach the students a unit on matter. In this particular lesson, you will introduce to the students the structure of an atom, which includes protons, electrons, and neutrons. You already conducted a pre-assessment and you found that most students were familiar with the word atom, but were not particularly strong in knowing the parts of an atom. Mary loves science and was the only student who shows that she already has a good understanding regarding the structure of an atom. You also know that Davion is an average student who is very capable of learning the content, but it is a struggle to motivate him when teaching science because he does not care for the subject and thinks it is boring. In conducting an interest survey in the beginning of the year, you know that Davion is really interested in comics.
In reviewing this scenario, you will determine how to effectively differentiate for content, process, and product based on student readiness and student interest for Mary and Davion. Your assignment should include the following:
You have two options in completing this task:
You must reference the course text and at least one additional scholarly source using the Ashford University Library. You must include title and references pages or slides regardless of which option you choose. For information regarding APA formatting, visit the Ashford Writing Center, located under the Learning Resources tab in the left navigation of the online course.
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