Making Adaptations for Diverse Learners

Making Adaptations for Diverse Learners

DescriptionMaking Adaptations for Diverse Learners
Suppose you are teaching your mini-unit, and as you administer your formative assessments, you find that you have five students who are not getting it. In addition, you have three students who already have a strong understanding, and they are disengaging (for example, doodling on their paper, not attending to instruction, or bothering others) because they are bored.
• How might you differentiate instruction so that the students who are struggling begin to get it?
• How might you differentiate instruction so that the advanced students are challenged appropriately?
• What accommodations might you provide if you have an additional student who has a moderate learning disability in reading?

My Mini- Unit

Designing learning events are one of the significant stages towards successfully impacting knowledge among the students and particularly the kindergarten students. Such learning activities could be engaged in various mini-units used at the kindergarten level. One of the mini-units identified that could be used successfully in this situation is getting an understanding of living versus non-living things among the kindergarten students.
There are various potential learning events towards the understanding of the mini-unit among the kindergartens. Firstly would be asking every student to identify one living thing and one non-living thing (Larson & Marsh, 2014). Secondly would involve informing the students that they would be learning about living things and it is in this case that some of the characteristics of the living things, the features of the non-living things as well as their differences would be identified. Thirdly, an explanation would be offered regarding the scientific definition of the living thing. The fourth and the fifth learning events would involve having the kindergarten students to form a reflection of their findings and assessing their understanding (Larson & Marsh, 2014).
Reference

Larson, J., & Marsh, J. (2014). Making literacy real: Theories and practices for learning and teaching. Sage.