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Applied Instruction Project Presentation

This document outlines an applied instruction project for a freshman health and physical education class that uses differentiated instruction strategies. It proposes using icebreakers, learner profiles, essential questions, movement-based learning activities, and varied assessments to engage students and account for different learning needs, interests, and starting points. The goals are to help students feel comfortable providing feedback, follow universal design for learning guidelines, build relationships, and customize learning for each individual.

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52 views

Applied Instruction Project Presentation

This document outlines an applied instruction project for a freshman health and physical education class that uses differentiated instruction strategies. It proposes using icebreakers, learner profiles, essential questions, movement-based learning activities, and varied assessments to engage students and account for different learning needs, interests, and starting points. The goals are to help students feel comfortable providing feedback, follow universal design for learning guidelines, build relationships, and customize learning for each individual.

Uploaded by

api-532859914
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Applied Instruction Project

Presentation

By: Christopher Stahl


Overview of Educational Context
• Freshman level health and physical education
classroom
• Want students to feel comfortable and provide
feedback on instruction
• Strategies will follow UDL guidelines.
• This approach is represented by 3 main
principles which are providing multiple means of
engagement, representation, and action and
expression (CAST, 2018).
Plan and Rationale for Differentiated Instruction

• Ice Breakers and Learner Profiles


• It is a great way to encourage communication and
interaction within classroom.
• Helps to create a sense of community
• LP- “They allow educators to understand learning from the
perspective of the learner and their preferences” (Post
University, n.d).
• Helps to build relationships between educators and students
• Helps to guide and customize learning for each individual
student
Pre-Learning Activity
• Students are asked one of the essential
questions that connect to “big ideas” within the
unit. (5-10 minutes for thoughts)
• Ex: Is there a such thing as a perfect body
image?
• The content is for nutrition and physical activity.
• Use of learner profiles to determine where
differentiation is necessary.
During Learning Activity
• It is called Stand Up If…
• Students will stand up and perform an
exercise if they choose a certain answer or
agree with a response.
• These should be able to be done in the desk
area.
• Helps to engage students with learning and
the exercise aspect of the unit.
Post-Learning Activity
• Students will reflect on what they have learned
within the unit.
• If applicable show transfer into their own
context.
• Work can be done in their actual journals, a
Word document, PowerPoint or Prezi, or create a
video.
• Differentiate instruction based on how student’s
reflect.
Content, Process, and Product
• Content and process will be differentiated
according to readiness, interest, and learner
profiles.
• Teacher will vary content by providing varied text
and resource materials (Tomlinson, 2001, p. 75).
• Teacher will differentiate process by
incorporating learning centers.
• Teacher will differentiate product by
incorporating product assignments.
Strategies for Differentiation
Strategies: Compacting out and Tiered activities
• Students will be given a chance to “compact out” of the
chapter.
• Students must demonstrate necessary competency on
the chapter post-test in order to compact out
(Tomlinson, 2001, p 30-31).
• Tiered activites are categorized by three learner levels.
• Allows all students to take advantage of the learning and
do it to their maximum capacity.
• Use of learner profiles in would be advantageous.
Future Goals
• Goal 1: Implement tiered activities as an
effective differentiation strategy with the help
of a teacher with experience in the area.
• Goal 2: Create a learner profile for all of my
students and make sure it is used effectively.
• Goal 3: Work to have a balance of 80%
traditional assessment and 20% authentic
assessment.
Summary
• Differentiated instruction is the new era of
teaching.
• “Differentiated instruction factors student’s
individual learning styles and levels of readiness
before designing activities” (Weselby, 2020).
• Even though, it does take much more thought and
planning as educators that is what we signed up
for when we accepted jobs as teachers.
References
• Post University, n.d.  Learner Profiles and Planning Pyramids 

• Weselby, C. (2020). What is Differentiated Instruction? Examples of How to


Differentiate Instruction in the Classroom. Retrieved from
https://resilienteducator.com/classroom- resources/examples-of-
differentiated- instruction/

• Tomlinson, C. A. (2001). How to differentiate instruction in mixed- ability


classrooms. Alexandria, Va: Association for Supervision and Curriculum
Development. 

• CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved


from http://udlguidelines.cast.org

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