Reflection

For the adolescent learners (Roblyer & Doering, 2010; Sabornie & deBettencourt, 2009; Snowman, McCown, & Biehler, 2012, Stowe, 2000) in my class, I have focused on creating a differentiated lesson plan that will appeal to students with short attention spans and with diverse learning styles. Students of this age group require lesson plans that employ different types of teaching, and the fact that the bulk of the class is filled with group work in which students can create their own meaning out of the content rather than merely having the teacher lecture or merely using textbooks will enable adolescents to grow in their individual learning maturity. Because I will be using indirect instruction during the group work, meaning I will be helping during their time working together, I will assist with the fact that “while these students are more likely than younger students to grasp relationships, mentally plan a course of action before proceeding, and test hypotheses systematically” (Snowman et al., 2012., p. 103), they will still need my help to learn what they need to learn.

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Next, I will employ various methods of Differentiated Instruction (Free Technology Toolkit for UDL in All Classrooms, n.d.; Johns Hopkins University, 2010; Keesee, 2011; UDLCAST, 2012; Sabornie & deBettencourt, 2009; Snowman, McCown, & Biehler, 2012; Stowe, 2000) such as use of scaffolding with graphic organizers for students with language or learning needs, use of technology for students with physical needs, use of physical movement to counter the fact that the students are restive at the end of the school day, and music/video/physical maps to help students of various learning styles. There will be a total of three scaffolded graphic organizers, including one for the group project, one for the exit journal, and one for the captain’s log.  Each of these will help students, such as the student in the class who has a learning disability who reads two grade levels below the class and possibly also the student with ADHD and the student of another language background who has not reached the level of native speakers, be able to gain the same information as the rest of the students due to the organization already present in the organizers. The deaf student will have access to headphones connected to music and video as well as a transcript of the YouTube video.  All students, except not the student with MS if he or she is not able or wanting to walk that day, will be working in groups and moving up to the board to place their id’s on the map as a way to combat the restiveness of students at the end of the day.  Finally, the fact that the lesson includes music, a short video, short lecture, group work, written work, and placing id’s on the board means that the lesson is differentiated to meet students of various learning styles’ needs. As Snowman, McCown & Biehler (2012) remind, it is essential to “be flexible and learn to use a variety of teaching and assessment methods so that, at some point, every student’s style is addressed” (Snowman et al., 2012, p. 126).

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This lesson plan concerning the Columbian Exchange is ideal to integrate a multicultural approach to learning (Hanley, n.d.; Perry, 2000; Sabornie & deBettencourt, 2009; Snowman, McCown, & Biehler, 2012). Not only will students be engaged in multicultural learning in their pod groupings (which will have been set earlier in the course with diversity in mind), but students will have a chance in this lesson to connect their own heritage, particularly the foods they eat in their heritage, with the Columbian Exchange.  As Perry (2000) reminds, it is never enough to simply do add-ons with food or holidays because it "essentializes identities or separates cultures" (Perry, 2000, p. 172); however, the intention of the lesson is for students to be able to use food as a building block to go deeper. Students can start with food and then reach for greater "cultural relevancy" and to "recognize overt issues of power, privilege, and authority" as they continue future lessons about the Columbian Exchange which are more directly about the people involved (Perry, 2000, p. 172). Students will see how their cultural heritage has been in part informed by the Columbian Exchange, providing the students with a personal connection to the historical content as well as a chance to share about their heritage with the class.​

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Finally, I have learned, as usual with a lesson plan, just how much work it is to put together a comprehensive lesson plan that takes into account students needs and differences.  In order to work in the curricular guidelines and student needs, the teacher must be thoroughly prepared and competent and must continue to evaluate his or her work and be prepared to modify it in the future. As the teacher connects background knowledge of the curriculum with care for the students and love for the historical content, a good lesson will emerge.