Executive Solution Overview
**In chapter 2 of the textbook, Knowing and Connecting with Your Students, figure 2.2 illustrates what a differentiated classroom looks like. After reading this chapter (specifically pgs. 44-51), read the following scenario and follow the directions that follow with SPECIFIC strategies listed in the…
Assignment Prompt & Instructions
**In chapter 2 of the textbook, Knowing and Connecting with Your Students, figure 2.2 illustrates what a differentiated classroom looks like. After reading this chapter (specifically pgs. 44-51), read the following scenario and follow the directions that follow with SPECIFIC strategies listed in the chapter.**
SCENARIO:
Pretend that you are an American History teacher planning a unit about the Holocaust. [(If you need it, click here to review brief content about the Holocaust)Links to an external site.](https://museeholocauste.ca/en/history-holocaust/)
Lucy is an 11th-grade student who is bright, cheerful and has many friends. Lucy arrived in this country with her parents when she was in the 3rd grade and began to learn English at that time. Unfortunately, from a young age, she also suffers from panic disorder and ADHD. She is currently reading below grade level. Her delay may be a result of past childhood trauma. As her teacher, you have noticed that she is very musical and loves math (Multiple Intelligence). You have also noticed that she does well when presented with visuals such as charts and other graphic organizers (Learning Style).
As a History teacher, you are creating a project/unit about the Holocaust for your students, which is and can be a very sensitive subject for teens like Lucy. **Consider the strategies** discussed in chapter 2 to differentiate your instruction regarding CONTENT, PROCESS, and PRODUCT. Using the information in the chapter, explain how you could differentiate your instruction for EACH element (content, process, product) to meet Lucy's needs.
How to structure this assignment:
1. Considerations for Lucy based on her needs for the CONTENT of a project about the Holocaust
a. Idea to meet her cultural need regarding CONTENT (Culturally Responsive Teaching)
b. Idea to meet her learning needs regarding CONTENT (Multiple Intelligence & Learning Style)
c. Idea to meet her need for choice regarding CONTENT (UDL)
2. Considerations for Lucy based on her needs for the PROCESS for a project about the Holocaust
a. Idea to meet her cultural need regarding PROCESS (Culturally Responsive Teaching)
b. Idea to meet her learning needs regarding PROCESS (Multiple Intelligence & Learning Style)
c. Idea to meet her need for choice regarding PROCESS (UDL)
3. Considerations for Lucy based on her needs for the PRODUCT of a project about the Holocaust
a. Idea to meet her cultural need regarding PRODUCT (Culturally Responsive Teaching)
b. Idea to meet her learning needs regarding PRODUCT (Multiple Intelligence & Learning Style)
c. Idea to meet her need for choice regarding PRODUCT (UDL)
Note: Be specific when mentioning your strategies. *Be sure to take into account Lucy's low reading level.
NOTE: YOU ARE NOT CREATING A UNIT. THIS IS A SCENARIO (PRETEND YOU ARE CREATING A UNIT/PROJECT). What strategies would you include, from the chapter, to differentiate instruction for the content, process, and product to MEET LUCY'S NEEDS?