Aligned Learning Activities and Differentiation
Order ID: 89JHGSJE83839 Style: APA/MLA/Harvard/Chicago Pages: 5-10 Instructions:
Aligned Learning Activities and Differentiation
Aligning learning objectives to instruction is an important element of the planning process. Additionally, there will be a diverse population of students to be considered in this process. Differentiating instruction means instructing diverse students in different ways to increase their likelihood of success.
For this assignment, use the state learning standard and learning objective chosen in Topic 2, 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.
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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