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Multiple Means of Representation

This document outlines ways to differentiate instruction for a robot building activity. It suggests providing English language learners with voice-to-text in their preferred language or computer-based instructions. Students with special needs may require audio, individual computers, or written assignments. Gifted students could build more advanced robots or write stories about their robots. Early finishers could measure and record robot dimensions or build robots with 3D printing. It also provides suggestions for differentiating collaborative group work, math activities, and assessments through options like computer programs, outlines, or multimedia presentations.

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kzarriello88
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10 views

Multiple Means of Representation

This document outlines ways to differentiate instruction for a robot building activity. It suggests providing English language learners with voice-to-text in their preferred language or computer-based instructions. Students with special needs may require audio, individual computers, or written assignments. Gifted students could build more advanced robots or write stories about their robots. Early finishers could measure and record robot dimensions or build robots with 3D printing. It also provides suggestions for differentiating collaborative group work, math activities, and assessments through options like computer programs, outlines, or multimedia presentations.

Uploaded by

kzarriello88
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Multiple Means of Representation

Building a robot from students' own designs. This will be along the lines of a unit activity that will
build over time.

Explain how you will differentiate materials for each of the following groups:

English language learners (ELL):

For these students providing a voice to text option in their preferred language or the ability to
read the instructions on a computer

Students with special needs:


These students may need various tools including reviewing the information. They may need
audio players, headphones, their own computer or the assignment written

Students with gifted abilities:


These students may need another level of the assignment for example after the design for
building a robot is planned then building it using a computer program.

Early finishers (those students who finish early and may need additional resources/support):
It would be helpful for these students to go beyond the assignment and figure out the
measurements for the robots and input them into a excel spreadsheet.

Time Needed: 20 mins

Multiple Means of Engagement


Your goal for this section is to outline how you will engage students in interacting with the
content and academic language. How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group work, Kagan cooperative
learning structures, hands-on activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore,
practice, and apply the content and academic language. Bold any activities you will use in the
lesson. Also, include formative questioning strategies and higher order thinking questions you
might pose.

● Having groups of students collaborate together. Each student will design a robot and as
a team will agree on what they want to build. Each student will have the ability to explain
their robot and the functions of said robot.
● Part of this activity will also include a math concept, measurements of height and angles
will be used (not going beyond a students education level).
Some questions to ask would be: what do you think the function of this robot would be in the
world? Would they have a job? What activities would the robot enjoy doing? Where would the
robot live?

This way students could almost start to make a story of the robot.

Explain how you will differentiate activities for each of the following groups:

English language learners (ELL):

Having a computer program where they could input the ideas for the robot to share with their
group

Students with special needs:

These students may need to have an outline of a robot to fill in, making sure the task is one they
can complete.

Students with gifted abilities:

These would be able to start on the story part of their robot.

Early finishers (those students who finish early and may need additional resources/support):

These students can start to build their robots using something along the lines of a 3D printer, or
other building means.

Time Needed 30mins

Multiple Means of Expression


Learners differ in the ways they navigate a learning environment and express what they know.
Your goal in this section is to explain the various ways in which your students will demonstrate
what they have learned. Explain how you will provide alternative means for response, selection,
and composition to accommodate all learners. Will you tier any of these products? Will you offer
students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their
knowledge about the topic. For example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test, multimedia presentation, video,
speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example,
students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running
records, four corners, or hand raising. Underline the names of any formative assessments.

● Students would create a multimedia presentation or video


● If students are comfortable sharing with the whole class they could share with other
students what they have learned.
● Speech to text would also be an important tool for students to have access to.
● Lastly a white board or overhead projector could be used.

For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced.
They will be expected to write the reflection using complete sentences, proper capitalization and
punctuation, and utilize an example from the simulation to demonstrate their understanding.
Students will also take part in formative assessments throughout the lesson, such as thumbs
up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you
need to re-teach or re-direct learning.

Time Needed: 40mins

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