INSTRUCTIONS
Purpose
The purpose of this case study analysis is to give you an opportunity to analyze real-world situations through the lens of the principles you are learning for the differentiated classroom. Analyzing possible scenarios in this way will prepare you to analyze similar situations in your own classroom.
Objectives
Evaluate a case study using Sprenger’s model for creating an environment for learning
Task
Preparation
After reading the module materials, you will be evaluating a case study using Marilee Sprenger’s (2008) model for creating an environment for learning.
Here is an example that she provided in her book (Chapter provided in the Module 2 readings and lecture notes folder):
A teacher who attended one of my summer workshops shared an interesting way to differentiate using the cognitive environment characteristics. For her eighth-grade mythology class, she set up the following learning and research centers. Each had Internet access.
Predictability Center/Lesson: This center was for her students who seemed stressed. Their assignment was to create a family tree and timeline for the mythology characters.
Choice Center/Lesson: These students were able to choose a mythological creature that had not been previously studied. A poster, interview, or news article could be written.
Novelty Center/Lesson: Using any preferred medium (clay, paper mâche), these students were to create a scene from a myth not yet covered.
Challenge Center/Lesson: The students were to create a PowerPoint presentation comparing Hercules with a modern hero who was not Michael Jordan! The characteristics, goals, and accomplishments of the characters were to be compared and contrasted.
Reflection Center/Lesson: This assignment was an essay sharing the effects mythology has on present-day society (Sprenger, p. 25).
Process
Select a case study from the Tomlinson textbook (pp. 84-101).
Using Sprenger’s Model, analyze and evaluate your selected case study for the use of the major differentiation components presented in the reading by addressing the following questions:
What is the goal of the lesson?
What is the student learning outcome? (this is determined by asking “the learner will be able to…”
What aspects of the case study are predictable? What would you add to the lesson to make it more predictable?
How does the educator provide feedback? What would you do to create more feedback?
What is novel or unique to the learning situation in this case study? What would you add to get more attention from the students?
How does the educator provide learners with choices in this case study? What other choices would you add?
What did the educator do to challenge different levels of learners? How can you add more challenges?
What did the educator do to allow the learners to reflect? What would you do to add more reflection?
Note: Use these questions to guide your analysis and evaluation of the case study.
Product
You may present your analysis in the format of your choosing. Some example formats are:
presentation [Prezi, PowerPoint, Google Slides]
video or voice recording
detailed infographic
storyboard
paper
other. . .
PLEASE NOTE: Regardless of the medium you choose, you must include context and commentary to fully support and explicate your ideas and clearly cite sources using APA format.
Criteria
The assignment will be assessed using the Project 2 Rubric. I highly recommend that you preview the rubric, refer to it as you complete your project, and self-assess your work with it before submitting your finalized project..
You may choose any format for your submission, as long as I can access the files. If in doubt, please check with me.
Your project should meet the following criteria:
Contain discussion and analysis of each component along with supporting examples
Include a minimum of five scholarly sources
Cite sources both in-text and in a reference list using APA format (7th edition)
All submitted work should be proofread, revised and edited before submission
When you have completed the assignment, upload it to Blackboard by the due date.
Reference
Sprenger, M. (2008). Differentiation through learning styles and memory. Corwin Press.
