In evaluating and selecting instructional strategies to differentiate for and engage students, I began by assessing the student's learning styles through assessments, observation, and getting to know the students. By understanding the individual student’s needs, knowledge, skills, and interests, I was able to tailor instruction to meet their needs (Responsive Classroom, 2019).

            For student readiness, I considered their academic abilities and prior knowledge to ensure that the content was appropriately challenging yet accessible. I planned scaffold activities that created a foundation they were able to build upon and gain more knowledge and understanding (Teaching & School Administration, 2023). Support was also provided to students who needed help so they could continue to progress at their own pace.

            For student interests, I incorporated topics that were relevant and meaningful to the students’ backgrounds. I offered individual and group work so that the students could have flexibility in their work. This provided students the chance to choose topics they were interested in, which motivated and engaged the students.

            Regarding learning styles, I employed instructional strategies that incorporated all the student's learning styles. This included using visual aids, collaboration, hands-on activities, technology, and teamwork.

            In differentiating assessments I created approaches to accommodate diverse learning goals and individual differences. For ELL students I ensured I provided them information in their native language, visual aids that would guide them through their assignments, as well as provided them with assistance by placing them in small groups for their assignments (Ford, n.d.). This allowed the students to feel at ease while learning and have the ability to reach out to a fellow student for help. Special needs students have specific individual needs. I would provide all the resources they needed based off their individual needs provided in their IEPs. Some accommodations these students may need is extended time, modified tasks, or modified tasks.

Gifted students were challenged with tasks that encouraged deeper thinking, and creativity (Department of Education Victoria, n.d.). Students had to go outside the class and gather information from the media center and use books to add information to their assignments. They were also encouraged to use technology for their final assignment t show their creativity in presenting their information to the class. Early finishers were allowed to help other students who were struggling with their work. They were also encouraged to add more detail to their work and red over what they did have to ensure it made sense and there were no errors.

The technology I chose to work with for this lesson was YouTube. YouTube provides students with information they can see and hear. Students can witness history by watching videos and gaining insight without even being there. The materials I choose provide students with a picture of the individual and what they did in history. My students were able to use the given information and create the assignments they were given with little to no issues. All the information was there for them to use so they did not have to go find information on their own. They were provided with visual references, hands-on activities, and small groups to help with the lesson assignments so that all criteria were met on their level.

References

Ford, K. (n.d.). Differentiated instruction for english language learners. Colorin Colorado. https://www.colorincolorado.org/article/differentiated-instruction-english-language-learners

Responsive Classroom. (2019). Using observation to enhance learning. https://www.responsiveclassroom.org/using-observation-to-enhance-learning/

Teaching and Administration. (2023). What is scaffolding in education and how is it applied? GCU. https://www.gcu.edu/blog/teaching-school-administration/what-scaffolding-in-education-how-applied