) Create a Venn diagram to compare the observed lesson to the lesson viewed online in Module 3. Identify the lesson by its link.
Venn diagram
3) Name the differentiation strategies for the following specific diverse groups.
a) Problem solving and inquiry strategies
Problem Solving Strategies are strategies, which consists of the usage of ad hoc or the generic methods. The usage is done in a methodical manner thus during the finding of useful solutions to solve various problems. There are various problems –solving techniques, which can be developed and used. The problem solving techniques are the artificial intelligence, medicine, mathematics, computer science, and engineering (Conklin, 2010).The techniques are connected to mental problem-solving techniques, which are part of the psychology studies. In primary schools, there are various common strategies, which can be used to solve problems. Some of the common problems solving strategies include; Guesses whereby, guess, check and improvement are included. Act it out entails, acting it out and equipment usage. Draw entails drawing of diagrams. Finally, the Make a list that includes making of a table (Conklin, 2010).
Inquiry strategies; The inquiring process begins with information and data gathering through the application of human senses. The inquiry strategies give opportunities to various individuals to acquire processes through where they acquire information around the globe. The whole process requires interaction of high levels.
b) Informal and/or formal assessments that align with objectives
Formal assessments help in providing students and instructors with substantiation on how the students intend to learn. In case the assessments and the objectives are skewed, then the students ought to focus on their efforts on different activities. This will lead to better grades instead of focusing a lot of effort in learning what they believe is important. During the deciding on what type of assessment activity to use, there are various questions, which will assist an individual. The questions include; how the assessment outcome from the class be beneficial to the teaching practice and how the assessment will be beneficial to the students practice.
c) Authentic, formative, and/or summative assessments
Summative Assessments also known as the summative evaluation is the assessment of learning and also, it summarizes the learner’s development. In most cases, the Summative assessment is used in reference to assessment to educational faculty in that, by the use of their respective supervisors. It is then obliged to a faculty member, applied uniformly by the use of a measuring object of all teachers thus by the same criteria. This is done to determine their performance levels. The Summative assessment is distinguished as the learning assessment and is differentiated with the formative assessment. The formative assessent is a learning assessment. The summative assessment characteristics include; assessment procedure in certain learning levels within a period of time, they tend to use well the evaluated designs, it offers descriptive analysis, they stress the local effects and finally, it is positive in that, it tends to stress the dos and the don’ts of the students.
d) Include an adaptation component where you state how you could modify this lesson so it would be appropriate for the birth- PK age group.
Component-based programming is the type of programming where software systems are assembled from made-up components. That is the amalgamation of different aspects of object-oriented modularity, safety and programming with extensibility as the main goal. During a component load, the system ensures whether the adaptation data be it customizing, configuration or data personalization exists of the components which are in question. The adaptive component will be necessary in this type of modification. Even the application will run smoothly, in some instances, its execution on the environment has to be modified. In this case, the hardware components, the OS and various applications which other applications depends on. Here, the application will be adapted to the response of the environmental changes.
Reference
Conklin, W. (2010). Differentiation strategies for science. Huntington Beach, Calif: Shell Education.
Edwards, A. W. F. (2009). Cogwheels of the mind: The story of Venn diagrams. Baltimore: Johns Hopkins University Press.
Butt, G. (2006). Lesson planning. London [u.a.: Continuum.
