In
order to engage a variety of learning types and diverse students, I chose
instructional strategies that would appeal to many students. According to Marzano
(2009), “no single instructional strategy can guarantee student learning,” so multiple
instructional strategies are useful to ensure capturing as many students as
possible.
The instructional strategies I included in the lesson plan for creating a timeline of the Indianapolis 500 were to construct a visual KWL chart for the students as a way to activate prior knowledge and create interest in the topic. I liked this because of its visual appeal for the students and that they were writing on Post-it notes and bringing them up to the board. There were no names on the Post-its so students who had trouble spelling or who didn't have the best handwriting did not need to feel as though theirs might be identifiable. The creation of the KWL chart also showed me what the students know about the race and the events surrounding it. I was able to gauge what amount of frontloading I would need to do with the lesson based on their responses. I would also be able to gauge their interest level in the subject matter. I was, in fact, able to determine that they had little knowledge of the 500 even though we live less than an hour away. However, their interest in the race is very high and they appeared eager to get into the subject.
For this lesson, I was able to identify the learning goal for the class as having general knowledge of an event that has high impact on the people, the industry, and the economy of Indiana. This was the same learning goal across all the groups that participated in the lesson. The assessment of the lesson was the finished section of timeline that the students created. The timeline was graded on a rubric, but different student groups had different accommodations and adjustments to their assignment based on their needs. Special needs students had additional staff support while working on their timeline. They also had some of the information filled in for them, such as specific dates or names. High ability students and early finishers had activities they could move on to, such as creating a Kahoot or Blooket for the class about the Indy 500.
To incorporate technology into the lesson, students used their Chromebooks to do additional research on the history of the 500. By doing Google searches students had to be able to determine appropriate web sites from which to gather information. That was an unintended benefit of the lesson. Students also used technology to compile the information in a timeline. They completed this in Google Slides. They were able to use the template provided but could explore the features of Google Slides and personalize their slides however they wanted to with pictures, transitions, colors, fonts, etc.
Resources:
Marzano, R.
(2009). Setting the record straight on high-yield strategies. https://www.jstor.org/stable/40344874
