Differentiated Instruction & Universal Design

Module 1 Case Study

MEL3E/4E

Below is a class list, complete with pertinent information regarding each student. Below this is a list of our desired outcomes from creating a lesson or unit for this class using DI or UDI.

Information Areas of Strength Areas of Need Additional Information

Current Level of Achievement

Ahmed- 3E

(No IEP)

ESL student- currently in ESL B classes.

Speaks very limited English

Attendance is a problem

Mark: 45 Grade: 5

Anne- 3E ADHD

OCD

Repeats rituals to perfection

Average

cognitive skills

Strong reading ability

Becomes frustrated when

unable to finish work to completion

Unable to follow auditory instructions

Will not ask for help

In a long-term

relationship with Charlie, which can be verbally abusive and is disruptive to the rest of the class.

Mark: 74 Grade: 10

Ben- 4E Diagnosed with Kabuki Syndrome

MID

Poor Vision

Excellent self-advocacy skills

Has difficulty with cognitive, memory and processing skills.

Struggles with peers

Ethel is a supportive friend for Ben

Needs larger font

Mark: 60 Grade: 7

Britney-

4E

LD in reading,

writing, memory and processing speed

Excellent self-

advocacy skills

Excellent speaking abilities

Requires a lot of

organization coaching

Often falls asleep in

class

Mark: 62

Grade: 9

Cassie-

3E

Language

Impairment

Struggles to retrieve words, and has

difficulty with language organization

Strong

intellectual curiosity

Struggles with self-

confidence and self-advocacy

Visual and hands-on

learner, but does not like to work with others.

Mark: 72

Grade: 8

Charlie- 3E

(No IEP)

Strong cognitive abilities; taking the

class to have the same timetable as Anne, and can be very disruptive.

Mark: 68 Grade: 11

Dan- 3E

(No IEP)

At-risk student; poor

attendance/ difficulties at home

Mark: 35 Grade: 11

Ethel- 3E MID Personable

Advocates for self and others

Number and mathematical skills

Organizational skills

Volunteers for classroom activities and displays a high level of confidence.

Mark: 67 Grade: 8

Fatima-

Grade 11 (No IEP)

University-bound

academic student who participates with enthusiasm, but also burns through tasks in a quarter the time of other students in

the course. She is not interested in helping others in the course.

Mark: 84

Grade: 11

Greg- 3E

(No IEP)

This student tells you it is his goal to do the

absolute bare minimum this year.

Mark: 51 Grade: 11

Harriett- 3E

ASD Oral communication

Organization skills

Reading fluency

Attention/concentration

Mathematical reasoning

Anxiety management

Harriett does not like math and gets very

anxious about it. She passed Grade 10 L math with one-on-one support.

Mark: 71 Grade: 10

Ingrid- 3E ADHD

Behavioural

Has difficulty with aggression and self-

regulation

Tactile learner

Leadership skills

Anger management and

attention

Challenges all

requests

Aggressive towards all classmates, except for Britney.

Mark: 70 Grade: 9

Joe- 3E

(No IEP)

ESL Student in ESL A

Speaks limited English

Mark: 40 Grade: 10

Desired outcomes for MEL 3E/4E

1. Through the development of a tiered MEL3E/4E measurement lesson which incorporates best

practices in DI and UDI, students will be develop the skills to apply measurement in their daily

lives and attain the curriculum expectations.

2. Through the use of technology and differentiated instruction, students will be engaged by a

various activities that are relevant and hands-on.

3. Through the use of information in the IEP and corresponding accommodations, we will create a

lesson that allows all students to learn to the best of their ability.

4. Through professional development and research, we will develop best practices in DI and UDI

that will meet the learning needs of a diverse group of students.

Lesson

Designing a House Subject Area: Mathematics

Grade: MEL 3E 4E

Strand: Measurement

Standards:

2.1 construct accurate right angles in practical contexts (e.g., by using the 3-4-5 triplet to construct a region with right-angled corners on a floor), and explain connections to the Pythagorean theorem

2.4 solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes, in situations arising from real-world applications

2.6 construct a two-dimensional scale drawing of a familiar setting on grid paper or using design or drawing software

2.7 construct, with reasonable accuracy, a three dimensional scale model of an object or environment of personal interest (e.g., appliance, room, building, garden, bridge)

2.8 investigate, plan, design, and prepare a budget for a household improvement (e.g., landscaping a property; renovating a room), using appropriate technologies (e.g., design or decorating websites, design or drawing software)

3.8 compare the unit prices of related items to help determine the best buy

Basic Intermediate Advanced

Pre-assessment Be sure students have the background necessary to be successful in the lesson.

Students will be given pre-drawn furnitures shapes that are to scale. They will be asked to decide which pieces to use and arrange them on piece of graph paper with a pre-determined room size.

A house has a living room that is 16 ft by 10 ft. Cut out and label simple geometric shapes, drawn to scale, to represent every piece of furniture in the living room. Place all of your cut-outs on a scale drawing of the new living room to find out if the furniture will fit appropriately (e.g., with adequate space to move around).

Determine the best layout for the cabinets and furniture in an L-shaped kitchen. Provide measurements.

Instruction Rubric Scaffolding

Rubric Scaffolding

Rubric

Resources Manipulatives calculators graph paper rulers flyers and catalogues home improvement websites

Manipulatuves calculators graph paper rulers flyers and catalogues home improvement websites

Manipulatuves calculators graph paper rulers flyers and catalogues home improvement websites building and decorating materials.

Homework Measure the size of actual rooms in a house. Interview adults to find information about materials (flooring, etc.)

Look on internet for house specs and blue prints. (Many contractors post these)

Visit a hardware store. Research materials. Talk to an employee about quality of materials and unit prices.

Outcome "Design" group; they could make decisions about the dimensions of each room, and decide on the type of flooring to use in each room, and create a floor plan model with manipulatives. Then, they could put their information

use group one's data to figure out the square footage for each room in the house, and they could research the cost of the materials.

Decide on cost of extra features such as outdoor pool,deck, circular patio, etc. Construct a three dimensional scale model of house.

into an organizer

Assessment

Appendix A

Group One

Width Height Material (Ceramic tile, hardwood flooring, vinyl

flooring, carpet)

Kitchen

Dining Room

Family Room

Bedroom 1

Bedroom 2

Bedroom 3

Basement

Group Two

Area of Each Room Material (Ceramic tile,

hardwood flooring, vinyl flooring, carpet)

Cost of each Material per square foot

(Research for this group)

Kitchen

Dining Room

Family Room

Bedroom 1

Bedroom 2

Bedroom 3

Basement

Group Three

Area Material Cost

Kitchen

Dining Room

Family Room

Bedroom 1

Bedroom 2

Bedroom 3

Basement

Circular Deck Dimensions:

Area:

Swimming Pool Deck Calculation: Area of Deck: Decking Cost

Totals Total Area: Total Cost:

Tier 1 Handout

Measurement Lesson

Group 1

A rectangle has four sides, with opposite sides being equal. When measuring the

dimensions of a rectangle you will need to find the length and width. The diagram

below shows you an example of a rectangle with dimensions given to you.

PART A: To measure length and width, you will need a ruler. Find the length

and width (in cm) of the following rectangles using a ruler. Record your

measurements in the table below. Remember to include units.

A

B C

Length

10 cm

Width

5 cm

PART B: The diagram on the following page is an example of a floor plan for a

house. Your task is to create your own floor plan and record the dimension of

each room in the table below. You should also indicate which type of material

you will use for the floor of each room. You may use the floor plan given to you

as guide. Follow the steps below to complete this task.

Decide on the dimensions of each room (use cm for the units)

Record these numbers in the table below

Decide on the flooring of each room from the choice given in the “Material”

column

Record the material in the table below

Using construction paper, measure the length and width for each room

using a ruler

Cut out each room you have measured separately

Put your floor plan together by gluing together all the rooms on bristol

board

Record the dimensions of each room on your final product

Rectangle Length Width

A

B

C

Length Width Material (ceramic tile, hardwood flooring, vinyl

flooring, carpet)

Kitchen

Dining Room

Living Room

Bedroom 1

Bedroom 2

Bathroom

Basement

Sample Floor Plan

MEL3E/4E

Group 2:

Kitchen

Living

Room

Dining

Room

Master

Bedroom

Master

Bathroom

Bedroom Bathroom

Tier 2 Handout

Part 1: Square Footage of the Home, and Flooring Materials ORGANIZER:

Area of Each Room Material to research: Best "Guesstimate" of the price

Kitchen

Dining Room

Family Room

Bedroom 1

Bedroom 2

Bedroom 3

Basement

Formulas: Area = L X W

Part 2: SUPPLIES:

Select the highest quality of materials at the lowest price, staying within the $5000. budget for the entire home.

Compare and contrast hardwood floor, laminate, carpet and/or tile, and make a group decision. (Look for

upcoming sales & promotions to achieve your goals). Consider the use of each room, and who will be living in each

space to make your choices. Explain why you have chosen a particular material for each space.

COMPARE & CONTRAST THE FOLLOWING:

HOME DEPOT:

http://www.homedepot.ca/catalog/floors/172569

HOME HARDWARE:

http://www.homehardware.ca/en/cat/index.htm/Building-Supplies/Flooring/_/N-ntia3

Versus:

LOCAL FLOORING STORE:

(such as "Centura Flooring" http://www.centuralondon.ca/

or "End Of The Roll" http://www.endoftheroll.com/ )

Area of Each Room Chosen Material : (Ceramic tile, hardwood flooring, vinyl flooring, carpet)

Cost of Material per square foot : Total Area Needed:

Kitchen

Dining Room

Family Room

Bedroom 1

Bedroom 2

Bedroom 3

Basement

TOTAL FOR TILE:

TOTAL FOR CARPET:

TOTAL FOR HARDWOOD OR LAMINATE FLOOR:

TOTAL FUNDS NEEDED:

TOTAL TAX (GST & PST):

GRAND TOTAL:

EXPLANATION FOR EACH MATERIAL:

1.

2.

3.

NOTES & EXTRA WORKSPACE FOR CALCULATIONS:

Tier 3 Handout MEL3E/4E

Group 3:

Part 1: Pool Area and Volume

Formulas: Area = L X W Volume = L X W X H

Pool Area (Calculations):

Pool Volume (Calculations):

Part 2: Deck Area

Using the dimensions from the pool on the previous page design and draw a deck around the

pool in the space provided. Be sure to use the same dimensions for the pool in your design and

label them.

Calculate the Decks total Area:

RUBRIC

MEL 3E 4E Name:___________________

Measurement: Designing a House

Category Level 4 Level 3 Level 2 Level 1 R

Knowledge Is able to solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes with a high degree of accuracy.

Is able to solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes with considerable accuracy.

Is able to solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes with some accuracy.

Is able to solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes with limited accuracy.

Is not able to solve problems involving the areas of rectangles, triangles, and circles, and of related composite shapes with limited accuracy.

Thinking Planning, design, and budgeting skills are implemented with a high degree of effectiveness Is able to compare unit prices of related items to determine which one is the best buy with a high degree of accuracy.

Planning, design, and budgeting skills are implemented with considerable effectiveness Is able to compare unit prices of related items to determine which one is the best buy with a considerable level of accuracy.

Planning, design, and budgeting skills are implemented with some effectiveness Is able to compare unit prices of related items to determine which one is the best buy with some of accuracy.

Planning, design, and budgeting skills are implemented with limited effectiveness. Is able to compare unit prices of related items to determine which one is the best buy with limited accuracy.

Planning, design, and budgeting skills are not implemented Is not able to compare unit prices of related items to determine which one is the best buy.

Application Is able to use the 3-4-5 triplet to construct a region with right-angled corners on a floor and explain connections to the Pythagorean theorem with a high degree of accuracy and effectiveness.

Is able to use the 3-4-5 triplet to construct a region with right-angled corners on a floor and explain connections to the Pythagorean theorem with considerable accuracy and effectiveness.

Is able to use the 3-4-5 triplet to construct a region with right-angled corners on a floor and explain connections to the Pythagorean theorem with some accuracy and effectiveness.

Is able to use the 3-4-5 triplet to construct a region with right-angled corners on a floor and explain connections to the Pythagorean theorem with limited accuracy and effectiveness.

Is not able to use the 3-4-5 triplet to construct a region with right-angled corners on a floor and explain connections to the Pythagorean theorem

Communication Is able to construct two and or three dimensional model with a high degree of effectiveness.

Is able to construct two and or three dimensional model with consider of effectiveness.

Is able to construct two and or three dimensional model with some effectiveness.

Is able to construct two and or three dimensional model with limited effectiveness.

Is not able to construct two and or three dimensional model.