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Explain How You Might Differentiate For Student Readiness Based On Content, Process, And Product. Think About What You Want Mary To Learn, How You Plan To Teach It (Content), The Activities She Will Engage In (Process), And How She Might Show What She Has Learned In A Different Way (Product).

The teaching strategy required in this scenario is an individualized instruction strategy. This strategy focuses on the uniqueness of every student and will provide the required guidance for his learning. The teacher in this type of instruction will take advantage of the students’ plus points and areas that are of most interest to them. It will use strategies that ensure understanding and learning of that specific student by identifying the best abilities of the student and then base the activities on these abilities so that the student can learn effectively and never lose interest in the activity.

In this case, we have seen that Mary already has an understanding of the concept of “atom” and has an interest in the subject of science. It is evident from the pre-assessment that Mary does not need an introduction to the atom concept; therefore, the “content” of the learning outcome, i.e., knowledge of the topic, is already achieved for Mary. To take advantage of Mary’s concept, the teacher will ask Mary to come to the front and draw the structure of an atom on the whiteboard and describe it. In this way, her concepts will be shared with the rest of the class. The “process” of individualized instruction will include Mary when she shares her ideas with the students and draws the structure on the whiteboard. The teacher is advised to provide more detail on the topic where required. The product of the individualized instruction for Mary will require her to help the students understand the concept of atoms and their structure. She will take advantage of examples of available things by describing how each of them is composed of atoms and the structure of atoms by describing their similarity to our solar system. Her understanding will help the students maintain interest in the topic, and they will learn effectively.

Considering Davion’s interest in comics, explain how you might differentiate for student interest based on content, process, and product. Think about how you might differentiate the way you teach atoms to him (content), the activities you may engage him in to help him make sense of the content (process), and the options he has to show he has mastered the objective (product).

Davian, being an average student, needs additional support in teaching him about the concept of atoms. The instructor will need to devise a strategy to ensure Davian’s understanding of atoms. Davian’s interest in comics needs a separate instruction strategy to be followed by the teacher to deliver the concept of atoms to Davian. Incorporating comics in the lecture will maintain his interest in the topic, and he can learn better as he is a good learner, but only if the topic of study interests him.

For this purpose, the teacher can use comics as content that provides an explanation of atoms in a funny and interesting way. An example of the comic can be seen below.

C:\Users\Sky PC 12\Desktop\atoms.png

The process of content will also include Davian. The teacher will ask Davian to explain the comic to class and then provide what fact the comic is pointing. He will later deliver the full understanding of the concept of the atom with the help of Mary to the class and encourage them to study atoms in detail.

Explain your rationale for your differentiated approach for each student and how it will support these students.

This differentiated approach for Mary and Davian increases both party’s interest in the topic. Mary, being a science lover, would like to present her understanding of concepts to the class. She will be encouraged in her learning and given the opportunity to teach the students, and she will be motivated to maintain her interest in science. Providing an opportunity to describe the concept to fellow students will increase students’ trust in the teacher, and it will increase Mary’s interest of Mary in coming lectures.

The use of comics in a funny way to describe an important concept has been a successful strategy in schools and is currently used by many teachers. The use of comics to describe the topic of atoms will increase Davian’s interest in the lecture. As he is asked to describe the comic and his understanding of the concept to the students, it will increase his confidence level in the class and encourage him to put more effort into his studies.

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