Description
TSL 567 Topic 5 Benchmark Differentiated Learning Activity GCU
Teachers aware of best practices should be able to effectively differentiate instruction and assessment within ELL and bilingual/dual language educational settings based on language differences, giftedness, and special education needs.
For this Benchmark assignment, you will create a differentiated learning experience for a group of ELLs or bilingual/dual language students with exceptionalities.
Part 1: Field Experience D
Allocate at least 2 hours in the field to support this assignment.
Spend time making observations in an educational setting that includes ELLs or bilingual/dual language students with exceptionalities.
Look for examples of how students’ cultural values and beliefs have been integrated into teaching. Gather ideas for a learning activity of your own creation that could be differentiated for ELLs or bilingual/dual language students with various special educational needs.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Part 2: Differentiated Learning Activity
Devise a learning activity to achieve specific learning objectives for a diverse group of ELLs or bilingual/dual language students with exceptionalities. You will differentiate this learning activity to accommodate a student with a specific learning disability as well as four additional students each with a different disability chosen from the 13 disability categories included in IDEA. Be sure to specify the grade and English language proficiency (ELP) levels of your intended students.
Describe your learning activity and the differentiation utilized to meet the educational needs of the five students in a 1,250-1,500 word essay. Your essay must include the following:
- The learning objectives of the activity as well as relevant information regarding your intended ELLs or bilingual/dual language students.
- A complete description of how the activity would be carried out and the materials needed.
- A statement regarding how the cultural values and beliefs of your students have been integrated into the design of this activity.
- An explanation of how this activity will be assessed.
- A description of the five disabilities you have chosen and the specific needs of your ELLs or bilingual/dual language students with each disability.
- An explanation regarding how the activity is making it possible for students with exceptionalities to be educated in the least restrictive environment (LRE).
- A description of the modifications and accommodations to the activity and how they are aligned with the learning objectives, instruction, and assessment for each of the five students you have identified.
Support your findings with at least five scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
Program competencies and national standards assessed in the benchmark assignment:
COE 2.1: Candidate will integrate ELL’s cultural values and beliefs in the context of teaching and learning. [TESOL 2; InTASC 3(f), 4(m)]
COE 3.3: Candidate will select various methods of identifying and allocating appropriate program placement. [TESOL 4.c; InTASC 8(a), 8(p)]
COE 4.3: Candidate will differentiate instruction and assessment with ELLs’ language differences, giftedness, and special education needs in mind. [TESOL 4.a; InTASC 6(h), 6(p), 6(u), 6(v)]
Course Tutor helps in providing the best essay writing service. If you need 100% original papers for TSL 567 Topic 5 Benchmark Differentiated Learning Activity GCU, then contact us through call or live chat.
TSL 567 Topic 5 Benchmark Differentiated Learning Activity GCU
![Best TSL 567 Topic 5 Benchmark Differentiated Learning Activity GCU](http://coursetutor.us/wp-content/uploads/2018/05/eb-10.png)
ACCT 553 DeVry, BIAM 500 DeVry, CIS 500 STR, CIS 558 STR, ENG 105 GCU, FIN 390 DeVry, FIN 504 GCU, HCA 545 GCU, HCA 699 GCU, HLT 306 GCU, HLT 362 GCU, HLT 555 GCU, HLT 610 GCU, HLT 665 GCU, HOSP 594 DeVry, HRM 600 DeVry, MAT 144 GCU, MGMT 600, MGT 599 STR, MGT 655 GCU, MKT 373 GCU, PSY 362 GCU, PSY 565 GCU, PSY 575 GCU, PSY 665 GCU, SOC 102 GCU, SOC 320 GCU, SOC 372 GCU, SOC 412 GCU, NSG 6440 SU, HIM 515 GCU, NSG 4029 SU, HIM 615 GCU, NSG 3029 SU, NSG 4055 SU, NSG 6630 SU, NSG 6005 SU, CRMJ 310, PSY 510 GCU, CRMJ 300 Devry, CRMJ 425, SPD 200 GCU, HLT 490 GCU ,ECH 340 GCU , ECH 440 GCU , ECH 355 GCU ,ECH 350 GCU ,LDR 461 GCU ,ECH 425 GCU ,REL 212 STR ,SCI 115 STR ,CIS 505 STR ,JUS 652 GCU, MGT 640 GCU, CIS 527 STR, SOC 436 GCU,ACC 502 GCU, FIN 504 GCU , MATH 260 DeVry ,ETHC 445 DeVry ,ECET 220 DeVry , CARD 405 DeVry, NETW 203 DeVry, NETW 205 DeVry, ECET 365 DeVry ,MATH 270 DeVry ,PHYS 310 DeVry, BIB 106 GCU ,CIS 512 STR ,SYM 506 GCU ,ECN 601 GCU ,BIAM 570 DeVry, PSY 402 GCU , SOC 480 GCU , BIAM 530 DeVry, DNP 810 GCU , DNP 820 GCU , DNP 825 GCU , ECN 450 GCU , DNP 830 GCU , LDR 804 GCU , MAT 105 GCU , ECS 501 GCU , ECS 555 GCU , TSL 552 GCU , ECS 560 GCU , NRS 493 GCU , ECS 570 GCU , BUS 352 GCU , MIS 660 GCU
Reviews
There are no reviews yet.