For this assignment, use the state learning standard and learning objective chosen, as well as the ‘Class Profile,’ to complete
For this assignment, use the state learning standard and learning objective chosen, as well as the "Class Profile," to complete the “Aligned Learning Activities and Differentiation” template.
Include the following on the template:
- Plan and explain an aligned learning activity for the "Class Profile."
- Choose three students from the "Class Profile" that require differentiation. Explain how you will differentiate the learning activity to meet each students’ individual needs.
- Include an appropriate home extension activity for each of the selected students.
Support your findings with 2-3 resources.
Learning standards have been filled in on the attached template. I have also attached the "class profile" of students
Aligned Learning Activities and Differentiation
Student #1: (student from “class profile”) |
|
Class Grade: 3rd |
Academic Standard: 3.AP.PD.1: “With teacher guidance, use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.” (Arizona Computer Science Standards) |
Learning Objective: Students will need to know how to outline key features, time and resource constraints, and user expectations |
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Aligned Learning Activity |
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Student from Class Profile and Brief Description of Differentiation |
|
Home Extension Activity |
|
Student #2: (student from “class profile”) |
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Class Grade: 3rd |
Academic Standard: 3.AP.PD.2: ” Observe intellectual property rights and give appropriate attribution when creating or remixing programs.” (Arizona Computer Science Standards) |
Learning Objective: Students will need to know how to identify if ideas were borrowed or adjusted and credit the original creator |
|
Aligned Learning Activity |
|
Student from Class Profile and Brief Description of Differentiation |
|
Home Extension Activity |
Student #3: (student from “class profile”) |
|
Class Grade: 3rd |
Academic Standard: 3.AP.PD.3: “Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.” (Arizona Computer Science Standards) |
Learning Objective: Students need to know that they must continuously test those programs to see that they do what was expected and fix (debug), any errors |
|
Aligned Learning Activity |
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Student from Class Profile and Brief Description of Differentiation |
|
Home Extension Activity |
© 2022. Grand Canyon University. All Rights Reserved.
,
Class Profile
Student Name |
ELL/ Proficiency Level |
Socioeconomic Status |
Race/ Ethnicity |
Native Language |
Gender |
IEP/ 504 |
Other |
Age |
Reading Performance Level/Score* |
Math Performance Level/Score* |
Arturo |
Yes – 4 |
Low |
Mexican |
Spanish |
Male |
No |
Glasses |
Grade level |
One year below grade level/98 |
At grade level/151 |
Bertie |
Yes – 5 |
Low |
Vietnamese |
Vietnamese |
Female |
No |
None |
Grade level |
One year above grade level/210 |
At grade level/108 |
Beryl |
No |
Mid |
White |
English |
Female |
No |
None |
Grade level |
Two years above grade level/268 |
At grade level/163 |
Brandie |
Yes – 4 |
Low |
Liberian |
Liberian English |
Female |
No |
None |
Grade level |
At grade level/178 |
One year below grade level/79 |
Dessie |
Yes – 4 |
Mid |
Russian |
Russian |
Female |
No |
None |
Grade level |
At grade level/113 |
One year below grade level/65 |
Diana |
Yes – 4 |
Low |
Mexican |
Spanish |
Female |
No |
None |
Grade level |
One year below grade level/79 |
At grade level/198 |
Donnie |
No |
Mid |
African American |
English |
Female |
Yes |
Hearing Aids |
Grade level |
At grade level/150 |
At grade level/124 |
Eduardo |
Yes – 5 |
Low |
Puerto Riccan |
Spanish |
Male |
No |
Glasses |
Grade level |
One year below grade level/88 |
At grade level/101 |
Emma |
No |
Mid |
White |
English |
Female |
No |
None |
Grade level |
At grade level/124 |
At grade level/135 |
Enrique |
No |
Low |
Mexican |
English |
Male |
ADHD |
None |
One year above grade level |
One year below grade level/45 |
At grade level/163 |
Fatma |
Yes – 5 |
Low |
Mexican |
Spanish |
Female |
No |
Glasses |
Grade level |
One year below grade level/21 |
One year above grade level/289 |
Frances |
No |
Mid |
Mexican |
English |
Female |
No |
Diabetic Glasses |
Grade level |
At grade level/116 |
At grade level/114 |
Francesca |
Yes – 5 |
Low |
Mexican |
Spanish |
Female |
No |
None |
Grade level |
At grade level/162 |
At grade level/178 |
Fredrick |
No |
Low |
White |
English |
Male |
Learning Disabled |
None |
One year above grade level |
Two years below grade level/285 |
Two years below grade level/15 |
Ines |
Yes – 4 |
Low |
Mexican |
Spanish |
Female |
Learning Disabled |
Glasses |
Grade level |
One year below grade level/50 |
One year below grade level/55 |
Jade |
No |
Mid |
African American |
English |
Female |
No |
None |
Grade level |
At grade level/183 |
One year above grade level/224 |
Kent |
No |
High |
White |
English |
Male |
ADHD |
Glasses |
Grade level |
At grade level/178 |
One year above grade level/208 |
Lolita |
Yes – 5 |
Low |
Navajo |
Navajo |
Female |
No |
None |
Grade level |
At grade level/110 |
At grade level/141 |
Maria |
No |
Mid |
Mexican |
Spanish |
Female |
No |
NOTE: School does not have gifted program |
Grade level |
At grade level/139 |
Two years above grade level/296 |
Mason |
Yes – 4 |
Low |
Vietnamese |
Vietnamese |
Male |
Yes |
High Func-tioning Autism |
Grade level |
At grade level/154 |
At grade level/138 |
Nick |
No |
Low |
White |
English |
Male |
No |
None |
Grade level |
One year above grade level/205 |
At grade level/180 |
Noah |
No |
Low |
African American |
English |
Male |
No |
Glasses |
Grade level |
At grade level/193 |
At grade level/177 |
Sharlene |
No |
Mid |
White |
English |
Female |
No |
None |
Grade level |
One year above grade level/110 |
At grade level/125 |
Sophia |
Yes – 5 |
Mid |
Guatamalan |
Spanish |
Female |
No |
None |
Grade level |
At grade level/129 |
At grade level/152 |
Stuart |
No |
Mid |
White |
English |
Male |
No |
Allergic to peanuts |
Grade level |
One year above grade level/231 |
At grade level/116 |
Terrence |
No |
Mid |
African American |
English |
Male |
No |
None |
Grade level |
At grade level/189 |
At grade level/192 |
Wade |
No |
Mid |
White |
English |
Male |
No |
Glasses |
Grade level |
At grade level/179 |
One year above grade level/223 |
Welington |
Yes – 3 |
Low |
Cuban |
Spanish |
Male |
Learning Disabled |
Glasses |
Grade level |
One year below grade level/82 |
Two years below grade level/24 |
Wendell |
Yes – 2 |
Low |
Somalian Refugee |
Somali |
Male |
No |
None |
Grade level |
One year below grade level/51 |
Two years below grade level/45 |
Yung |
Yes – 4 |
Low |
Burmese |
Burmese |
Male |
No |
None |
One year below grade level |
One year below grade level/98 |
Two years below grade level/65 |
*Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99
© 2018. Grand Canyon University. All Rights Reserved.
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